ERIC Number: EJ756848
Record Type: Journal
Publication Date: 2007-Feb
Pages: 9
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0938-8982
EISSN: N/A
Self-Regulation and Mathematics Instruction
Montague, Marjorie
Learning Disabilities Research & Practice, v22 n1 p75-83 Feb 2007
The purpose of this article is to provide an overview of research-based interventions that incorporate self-regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self-regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self-regulation and must be taught explicitly to monitor and control their cognitive activities as they engage in academic tasks such as mathematical problem solving. This article describes intervention studies that use self-regulation strategies to improve mathematics performance of students with LD at the elementary, middle, and secondary school levels. Several techniques to facilitate effective implementation of self-regulation instruction in the classroom are presented.
Descriptors: Mathematics Instruction, Learning Disabilities, Self Management, Intervention, Educational Research, Metacognition, Problem Solving, Teaching Methods, Elementary Secondary Education, Learning Strategies
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A