The Effects of Cognitive and Metacognitive Strategy Instruction on the Mathematical Problem Solving of Middle School Students with Learning Disabilities

1992 ◽  
Vol 25 (4) ◽  
pp. 230-248 ◽  
Author(s):  
Marjorie Montague
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Middle School Students ◽  
Mathematical Problem ◽  
Strategy Instruction ◽  
Metacognitive Strategy ◽  
Mathematical Problem Solving ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Metacognitive Strategy Instruction

Student Perception, Mathematical Problem Solving, and Learning Disabilities

1997 ◽  
Vol 18 (1) ◽  
pp. 46-53 ◽  
Author(s):  
Marjorie Montague
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Student Perception ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Difficulty ◽  
Students With Learning Disabilities ◽  
Affect And Cognition ◽  
Perception Of Performance

The purpose of this article is to discuss student perception of mathematical problem solving. Findings from five studies measuring attitude toward mathematics, perception of performance, perception of the importance of mathematical problem solving, and perception of problem difficulty are presented and discussed. Additionally, the interaction of affect and cognition and the implications of this interaction for assessing and teaching mathematical problem solving to students with learning disabilities are discussed.

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