Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 7 |
Descriptor
Source
Author
| Montague, Marjorie | 13 |
| Krawec, Jennifer | 3 |
| Dietz, Samantha | 2 |
| Enders, Craig | 2 |
| Applegate, Brooks | 1 |
| Bos, Candace S. | 1 |
| Coughlin, Judy | 1 |
| Huang, Jia | 1 |
| Kressler, Benikia | 1 |
| de Alba, Amanda Melia | 1 |
Publication Type
| Journal Articles | 13 |
| Reports - Research | 10 |
| Information Analyses | 2 |
| Reports - Descriptive | 2 |
| Guides - Non-Classroom | 1 |
Education Level
| Middle Schools | 4 |
| Grade 7 | 3 |
| Grade 8 | 3 |
| Elementary Education | 2 |
| Junior High Schools | 2 |
| Secondary Education | 2 |
| Elementary Secondary Education | 1 |
Audience
| Practitioners | 1 |
| Researchers | 1 |
| Teachers | 1 |
Location
| Florida | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Florida Comprehensive… | 1 |
| Kaufman Brief Intelligence… | 1 |
| Woodcock Johnson Psycho… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 2 |
Direct linkKrawec, Jennifer; Montague, Marjorie – Learning Disabilities Research & Practice, 2014
The purpose of this article is to offer teacher training and professional development recommendations in mathematics based on the findings of a federally funded 3-year intervention study that improved the problem solving of middle school students with a focus on students with learning disabilities. Over the 3-year project, 29 seventh and eighth…
Descriptors: Mathematics Instruction, Problem Solving, Middle School Students, Student Improvement
Montague, Marjorie; Krawec, Jennifer; Enders, Craig; Dietz, Samantha – Journal of Educational Psychology, 2014
The effects of a mathematical problem-solving intervention on students' problem-solving performance and math achievement were measured in a randomized control trial with 1,059 7th-grade students. The intervention, "Solve It!," is a research-based cognitive strategy instructional intervention that was shown to improve the problem-solving…
Descriptors: Middle School Students, Secondary School Mathematics, Mathematics Skills, Problem Solving
Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia – Learning Disability Quarterly, 2013
This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…
Descriptors: Learning Disabilities, Intervention, Problem Solving, Middle School Students
Coughlin, Judy; Montague, Marjorie – Journal of Special Education, 2011
This study investigated the effects of cognitive strategy instruction on the mathematical problem solving of three adolescents with spina bifida. Conditions of the multiple-baseline across-individuals design included baseline, two levels of treatment, posttesting, and maintenance. Treatment 1 focused on one-step math problems, and Treatment 2…
Descriptors: Congenital Impairments, Problem Solving, Mathematics Skills, Cognitive Processes
Montague, 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; Bos, Candace S. – Journal of Learning Disabilities, 1986
Six adolescents with learning disabilities participated in an eight-step cognitive strategy designed to enable students to read, understand, carry out, and check verbal math problems encountered in the general math secondary curriculum. Visual analysis of the data indicated the strategy was an effective intervention for Ss with deficits in verbal…
Descriptors: Cognitive Development, Learning Disabilities, Learning Strategies, Mathematics
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; Applegate, Brooks – Learning Disability Quarterly, 1993
This study examined the verbalizations of 90 middle school students as they thought aloud while solving mathematical word problems. Results indicated that students with learning disabilities (LD) and average achievers were less strategic in approaching mathematical problem solving than gifted students, and LD students approached problem solving in…
Descriptors: Cognitive Processes, Gifted, Intermediate Grades, Junior High Schools
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
