Metacognitive Strategy Use of Eighth-Grade Students With and Without Learning Disabilities During Mathematical Problem Solving

Abstract

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.

A tactical-game approach and enhancement of metacognitive behaviour in elementary school students

“…When their solutions were wrong they had to reflect on their own mistakes in order to rethink and re-plan their actions. Therefore, students developed cognitive strategies and skills, which must be present when metacognitive strategies are employed in problem-solving situations (Rosenzweig, Krawec, and Montague 2011). According to Luke and Hardy (1999) students with a high metacognition understand the importance of cognitive strategies; they make associations between information, and are able to monitor, evaluate and regulate their cognitive activities.…”

Understanding Teachers’ Cognitive Processes during Online Professional Learning: A Methodological Comparison

“…The percentage of thought units in each condition were then analyzed quantitatively. Analyzing the percentage of thought units, as opposed to the frequency of thought units, produces a more accurate representation of the cognitive processes (Rosenzweig, Krawec, & Montague, 2011). This allows for a more accurate comparison of thought units across conditions.…”

Instrucción en el uso de esquemas para la resolución de problemas aditivos a estudiantes con necesidades educativas especiales

“…34.1 (2016): [173][174][175][176][177][178][179][180][181][182][183][184][185][186][187][188][189][190][191][192] directo, contiene información superflua, o requieren más de una etapa en su solución (Parmar, Cawley y Frazita, 1996). Estos alumnos tienden a sobreestimar su capacidad matemática (Garrett, Mazzocco y Baker, 2006;Rosenzweig, Krawec y Montague, 2011), ejecutan rápidamente el proceso y presentan déficits en este (Fuchs y Fuchs, 2002;Geary, 2004;Rosenzweig, Krawec y Montague, 2011). Además, tienden a responder impulsivamente, utilizar ensayo y error, no suelen verificar la solución ni evaluar las respuestas y tienen dificultad con el vocabulario matemático (Bryant, Bryant y Hammill, 2000); proporcionan mayor número de soluciones incorrectas en los problemas y hacen uso de estrategias menos avanzadas (Geary, 2004).…”

“…Con frecuencia, las dificultades de aprendizaje se manifiestan en las matemáticas, especialmente en la resolución de problemas (Montague, 1991;Parmar, Cawley y Frazita, 1996). En numerosas ocasiones sucede que un bajo rendimiento puede ser el resultado de factores como la falta de motivación, instrucción inadecuada, problemas emocionales, o absentismo escolar (Rosenzweig, Krawec y Montague, 2011). Algunos de estos factores van unidos.…”