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

2008 ◽  
Vol 31 (1) ◽  
pp. 37-44 ◽  
Author(s):  
Marjorie Montague
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Students With Learning Disabilities ◽  
Regulation Strategies

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.

scholarly journals “The Wall Now Between Us”: Teaching Math to Students with Disabilities During the COVID Spring of 2020

2021 ◽  
Author(s):  
Rachel Lambert ◽  
Rachel Schuck
Keyword(s):  
Problem Solving ◽  
Students With Disabilities ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Teaching Standards ◽  
Dimensions Of Learning ◽  
Mathematical Problems ◽  
Regulation Strategies

AbstractThis paper presents a case study of the experiences of a special educator named Ms. Montes (pseudonym) teaching standards-based mathematics during Emergency Remote Teaching (ERT) during spring 2020. Ms. Montes was interviewed twice during this period; data were analyzed through inductive thematic analysis. Pre-COVID, Ms. Montes provided her students daily opportunities to tackle challenging mathematical problems and taught self-regulation strategies for students to better understand themselves as learners. After the shift to ERT, Ms. Montes described “the wall between us” as various barriers that made teaching mathematics online far more challenging. Challenges included supporting students with productive struggle when not physically present with them and supporting student self-regulation during mathematical problem-solving. Supporting students with disabilities to learn mathematics during ERT and distance learning will require considering emotional and affective dimensions of learning. Coaching students and families in self-regulation strategies could support student engagement in mathematical problem-solving in online learning.

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