ERIC Number: EJ941946
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2194
EISSN: N/A
Metacognitive Strategy Use of Eighth-Grade Students with and without Learning Disabilities during Mathematical Problem Solving: A Think-Aloud Analysis
Rosenzweig, Carly; Krawec, Jennifer; Montague, Marjorie
Journal of Learning Disabilities, v44 n6 p508-520 Nov-Dec 2011
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. (Contains 3 tables and 3 figures.)
Descriptors: Protocol Analysis, Learning Disabilities, Problem Solving, Ability Grouping, Mathematics Education, Metacognition, Cognitive Style, Grade 8, Mathematical Aptitude, Cognitive Processes, Skill Analysis, Protocol Materials, Aptitude Treatment Interaction, Individual Differences
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A070206