Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis

Carly Rosenzweig, Jennifer Krawec, Marjorie Montague

Research output: Contribution to journalArticle

49 Scopus citations


The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were coded and analyzed to determine frequency of cognitive verbalizations and productive and nonproductive metacognitive verbalizations. Results indicated different patterns of metacognitive activity for ability groups when type of metacognitive verbalization and problem difficulty were considered. Implications for instruction are discussed.

Original languageEnglish
Pages (from-to)508-520
Number of pages13
JournalJournal of Learning Disabilities
Issue number6
StatePublished - Nov 1 2011
Externally publishedYes



  • Cognitive processes
  • Math problem solving
  • Metacognition
  • Middle school

ASJC Scopus subject areas

  • Health(social science)
  • Health Professions(all)
  • Education

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