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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ445828
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
The Effects of Cognitive and Metacognitive Strategy Instruction on the Mathematical Problem Solving of Middle School Students with Learning Disabilities.
Montague, Marjorie
Journal of Learning Disabilities, v25 n4 p230-48 Apr 1992
Six students (ages 12-14) with learning disabilities received either cognitive or metacognitive strategy instruction for mathematical problem solving, followed by instruction in the complementary component. Results indicated that cognitive and metacognitive strategies were more effective than either cognitive or metacognitive strategy instruction alone. Students did not, however, maintain the strategy over time. (JDD)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A