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Download full textÖzkubat, Ufuk; Özmen, Emine Rüya – International Electronic Journal of Elementary Education, 2021
The purpose of this study was to examine the effects of cognitive strategies and metacognitive functions of students with learning disabilities (LD), students with low-achieving (LA), and students with average-achieving (AA) over their math problem-solving performance. The study sample consisted of 150 students with 50 students from each group.…
Descriptors: Metacognition, Learning Strategies, Mathematics Achievement, Low Achievement
Özkubat, Ufuk; Karabulut, Alpaslan; Özmen, Emine Rüya – International Electronic Journal of Elementary Education, 2020
Being a cognitive strategy instruction model called 'Solve It!' involves cognitive and metacognitive elements. The model was developed by Montague (1992) as one of the process-based teaching strategies. The purpose of 'Solve It!' strategy is to teach the following seven cognitive strategy steps: read, paraphrase, visualize, hypothesize, predict,…
Descriptors: Mathematics Instruction, Problem Solving, Cognitive Processes, Special Needs Students
Karabulut, Alpaslan; Özmen, Emine Rüya – International Electronic Journal of Elementary Education, 2018
The purpose of this study was to examine the effects of "Understand and Solve!" Strategy on change problems including change of a one-step addition and subtraction of children with mild intellectual disabilities and whether they maintained their achievements 3, 5, and 8 weeks after the intervention. Moreover, the effects of the…
Descriptors: Mild Intellectual Disability, Intervention, Program Effectiveness, Problem Solving
