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Direct linkMontague, Marjorie; Enders, Craig; Dietz, Samantha – Learning Disability Quarterly, 2011
The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and…
Descriptors: Middle School Students, Metacognition, Learning Strategies, Intervention
Montague, Marjorie – Learning Disability Quarterly, 2008
This article provides a review of research in cognitive strategy instruction for improving mathematical problem solving for students with learning disabilities (LD). The particular focus is on one of the salient components of this instructional approach--self-regulation. Seven studies utilizing this approach for teaching problem solving to…
Descriptors: Learning Disabilities, Problem Solving, Teaching Methods, Mathematics Skills
Montague, Marjorie – Learning Disabilities Research & Practice, 2007
The purpose of this article is to provide an overview of research-based interventions that incorporate self-regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self-regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self-regulation and…
Descriptors: Mathematics Instruction, Learning Disabilities, Self Management, Intervention
Peer reviewedMontague, Marjorie – Journal of Reading, Writing, and Learning Disabilities International, 1989
Research relevant to improving instruction for learning disabled students with mathematical problem solving deficits is reviewed. Using a cognitive-metacognitive framework, techniques for teaching both specific and comprehensive mathematical problem solving strategies as well as techniques to enhance strategy generalization are presented.…
Descriptors: Elementary Secondary Education, Generalization, Learning Disabilities, Learning Strategies
Peer reviewedMontague, Marjorie – Journal for the Education of the Gifted, 1991
Three gifted and three learning-disabled gifted students (ages 13-15) viewed themselves on videotape solving mathematical problems and responded to questions pertaining to their problem-solving strategies. The non-learning-disabled students applied substantially more cognitive and metacognitive knowledge to the problem-solving task. (Author/DB)
Descriptors: Cognitive Processes, Gifted, Gifted Disabled, Knowledge Level
Peer reviewedMontague, Marjorie; And Others – Learning Disabilities Research and Practice, 1993
Junior high school students (n=72) with learning disabilities received direct instruction in cognitive strategies, instruction in metacognitive activities, or both. Students improved in mathematical word problem performance and compared well with normally achieving peers. Discussion focuses on the treatment effects and maintenance and the issue of…
Descriptors: Cognitive Processes, Instructional Effectiveness, Junior High Schools, Learning Disabilities
Peer reviewedMontague, Marjorie – Journal of Learning Disabilities, 1992
Six students (ages 12-14) with learning disabilities received either cognitive or metacognitive strategy instruction for mathematical problem solving, followed by instruction in the complementary component. Results indicated that cognitive and metacognitive strategies were more effective than either cognitive or metacognitive strategy instruction…
Descriptors: Cognitive Processes, Instructional Effectiveness, Intermediate Grades, Junior High Schools
Peer reviewedMontague, Marjorie; And Others – Learning Disabilities Research and Practice, 1991
This study of 60 eighth grade students found differences among students with learning disabilities and students who were low, average, and high achieving, on perceptions of ability and achievement; attitude toward mathematics; knowledge of mathematical problem-solving strategies; and knowledge, use, and control of problem representation…
Descriptors: Affective Behavior, Cognitive Ability, Comparative Analysis, Evaluative Thinking
