Self-Regulation Strategies to Improve Mathematical Problem Solving for Students with Learning Disabilities

By M. Montague. 2008

190 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/10391fef7515d2c70409b27be1e7bf03030a704c

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In Developmental and Educational Psychology

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Citations in the corpus

Using the Concrete–Representational–Abstract Sequence with Integrated Strategy Instruction to Teach Subtraction with Regrouping to Students with Learning Disabilities (2012, background): “…increased and subsequent reviews of literature have been published (Gersten et al., 2009; Kroesbergen & Van Luit, 2003; Miller, Butler, & Lee, 1998; Montague, 2008; National Mathematics Advisory Panel, 2008; Swanson, Carson, & Saches-Lee, 1996; Swanson & Hoskyn, 1998; Swanson, Hoskyn, & Lee, 1999).”
The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students With Learning Disabilities (2013, background): “Thus, CSI emphasizes teaching cognitive processes and metacognitive skills, where students are taught to select and apply them in the context of the task while monitoring their execution (Montague, 2008).”
The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties (2014, background): “Several studies have found that verbal strategy instruction (e.g., Montague, 2008; Montague, Warger, & Morgan, 2000; Xin, 2008) and visual-spatial strategies (e.g., Kolloffel, Eysink, de Jong, & Wilhelm, 2009; van Garderen, 2007) enhance children’s math performance relative to control conditions…”
Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math (2016, unknown): “Several studies have found that generalheuristic strategy instruction (e.g., Freeman-Green, O’Brien, Wood, & Hitt, 2015; Montague, 2008; Montague, Krawec, Enders, & Dietz, 2014) improve student’s math performance.”
Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities (2020, methodology): “SBI integrates the use of explicit instruction found effective in mathematics instruction (Montague, 2008) with the use of visual representations and incorporates other strategies such as paraphrasing, visualizing, hypothesizing about”
Review of Evidence-based Mathematics Interventions for Students with Autism Spectrum Disorders (2015, unknown): “…rules, processes, and steps that are applied systematically to obtain a problem solu-tion (Simpson, 2005), and include the meta-cognitive elements of when and where to apply speciﬁc strategies in the implementation and evaluation of the process and outcome (Montague, 2008; Reid & Leinemann, 2006).”
The Effect of Explicit and Direct Generative Strategy Training and Working Memory on Word Problem-Solving Accuracy in Children at Risk for Math Difficulties (2014, background): “Several studies have found that verbal and visual strategies (e.g., Kolloffel, Eysink, de Jong, & Wilhelm, 2009; Montague, 2008; Van Garderen, 2007; Xin, 2008) enhance problem-solving performance relative to control conditions in children with math difficulties (MD; see Gersten et al., 2009;…”
Experimental Intervention Studies on Word Problem Solving and Math Disabilities (2013, methodology): “In addition to searching the PsycINFO and ERIC online databases, we also checked the references from previously published meta-analysis studies and reviewed articles to ensure no exclusion of qualified studies (Baker et al., 2002; Gersten et al., 2009; Kroesbergen & Van Luit, 2003; Montague, 2008; S”
Metacognitive Strategy Use of Eighth-Grade Students With and Without Learning Disabilities During Mathematical Problem Solving (2011, methodology): “, self-instruction, selfquestioning, and self-evaluation) are used to monitor and evaluate cognitive progress during task execution (Montague, 2008; Zimmerman, 2002).”