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  • Title: The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities.
    Author: Montague M.
    Journal: J Learn Disabil; 1992 Apr; 25(4):230-48. PubMed ID: 1573333.
    Abstract:
    This study investigated the effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of six middle school students with learning disabilities. Conditions of the multiple baseline, across-subjects design included baseline, two levels of treatment, setting and temporal generalization, and retraining. For Treatment 1, subjects received either cognitive or metacognitive strategy instruction. Treatment 2 consisted of instruction in the complementary component of the instructional program so that all subjects eventually received both cognitive and metacognitive strategy instruction. This design allowed a componential analysis of the content as well as sequence of instruction. Generally, subjects improved their mathematical problem solving as measured by performance on one-, two-, and three-step word problems. Discussion focused on effectiveness of treatment, acquisition and application of strategic knowledge, error pattern analysis, and the need to tailor instruction to the learner's individual characteristics.
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