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

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The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties (2017, background): “CSI has consistently yielded positive effects for students of varying age and ability groups (Fuchs et al., 2005; Garrett et al., 2006; Montague & Applegate, 1993; Rosenzweig et al., 2011).”
The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students With Learning Disabilities (2013, unknown): “Think-aloud research has been shown to best access students’ cognitive processing during a task (e.g., Lau, 2006; Montague & Applegate, 1993b; Rosenzweig et al., 2011; Schellings & Broekkamp, 2011); thus, recording students verbalizing their thinking while solving math words problems will provide a ”
Review of Mathematics Interventions for Secondary Students With Learning Disabilities (2017, methodology): “Students with LD not only increased their number of productive verbalizations when moving from one-step problems to two-step problems but also increased their number of nonproductive verbalizations as the number of steps in the problem increased (Rosenzweig et al., 2011).”
Error Analysis of Mathematical Word Problem Solving across Students with and without Learning Disabilities (2014, background): “According to Rosenzweig, Krawec, and Montague (2011), the relationship between metacognitive skill and ability is a complex one that must consider task difﬁculty.”