A program designed to teach cognitive strategies through logical problem-solving and developed for elementary learning disabled students is presented. For each problem set, the instructional procedure involves a discovery activity, discussion, conclusion, follow-up activities, and integration. Five samples of the program's problem sets (e.g.,…

This article details an approach to teaching one step in a mathematics word-problem-solving strategy, that of organizing the facts. A lesson plan is offered which involves directed instruction and supervised practice in five strategies for organizing facts. (DB)

This article discusses the use of mnemonic techniques in helping students acquire new information and apply that information in problem-solving situations. It outlines common academic learning problems and the dynamics of mnemonic strategies and applies the strategies to remembering definitions, factual information, processes, functions, and…

This article offers suggestions for incorporating cognitive principles into mathematics instruction for students with disabilities, such as identifying underlying concepts and relationships and teaching them explicitly, and presenting instruction from a problem-solving perspective. A checklist is provided for determining whether or not…

Students with language and learning disabilities may have difficulty solving mathematics word problems. Use of a sequential checklist, identifying clues and keywords, and illustrating a problem can all help the student identify and implement the correct computational process. (DB)

The initial step of a strategic process for solving mathematical problems, "studying the question," is discussed. A lesson plan for teaching students to identify and revise arithmetic problems is presented, involving directed instruction and supervised practice. (JDD)

This article discusses the fourth step in a process for solving mathematics problems--verifying the plan of action for solving the problem and developing the plan of action into an equation. The lesson plan included reviews the first three steps in the problem-solving process and provides directed instruction guidelines. (JDD)

This article describes a problem-solving strategy unit to be used as a supplement to the regular mathematics curriculum at the primary level. Specific teaching steps and examples are given for three developmental stages of thinking: (1) concrete, (2) representational, and (3) abstract. (DB)

This article outlines the last step in a five-step process for preparing students to engage in a systematic mathematics problem-solving and decision-making process. The lesson plan teaches students to reread the problem, reexamine the question, check selection of operation, and recheck calculations and compare answers. (JDD)