Title

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

Abstract

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.

Department(s)

Counseling, Leadership, and Special Education

Document Type

Article

DOI

https://doi.org/10.1177/0022219410378445

Keywords

Cognitive processes, Math problem solving, Metacognition, Middle school

Publication Date

11-1-2011

Journal Title

Journal of Learning Disabilities

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