| Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: a think-aloud analysis. | |
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MedLine Citation:
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PMID: 21971084 Owner: NLM Status: In-Data-Review |
Abstract/OtherAbstract:
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The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were coded and analyzed to determine frequency of cognitive verbalizations and productive and nonproductive metacognitive verbalizations. Results indicated different patterns of metacognitive activity for ability groups when type of metacognitive verbalization and problem difficulty were considered. Implications for instruction are discussed. |
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Authors:
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Carly Rosenzweig; Jennifer Krawec; Marjorie Montague |
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Publication Detail:
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Type: Journal Article |
Journal Detail:
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Title: Journal of learning disabilities Volume: 44 ISSN: 1538-4780 ISO Abbreviation: J Learn Disabil Publication Date: 2011 Nov |
Date Detail:
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Created Date: 2011-10-05 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 0157312 Medline TA: J Learn Disabil Country: United States |
Other Details:
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Languages: eng Pagination: 508-20 Citation Subset: IM |
Affiliation:
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1Bronfman Jewish Educational Center, Montreal, Canada. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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