Metacognitive Strategy Use of Eighth-Grade Students With and Without Learning Disabilities During Mathematical Problem Solving: A Think-Aloud Analysis.
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 p...
| Publicado en: | Journal of Learning Disabilities Vol. 44; no. 6; pp. 508 - 521 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Nov2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104704513&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104704513 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: Nov2011 vid: 44 iid: 6 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 104704513 66698564 10.1177/0022219410378445 NLM21971084 104704513 ppf: 508 ppct: 13 formats: tig: atl: Metacognitive Strategy Use of Eighth-Grade Students With and Without Learning Disabilities During Mathematical Problem Solving: A Think-Aloud Analysis. aug: au: Rosenzweig, Carly Krawec, Jennifer Montague, Marjorie affil: Bronfman Jewish Educational Center, Montreal, Canada sug: subj: Mathematics Problem Solving Learning Disorders Cognition Human Comparative Studies Coding Students, Middle School Southeastern United States Educational Measurement Audiorecording Interrater Reliability Analysis of Variance ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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