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The Effects of Cognitive and Metacognitive Strategy Instruction on the Mathematical Problem Solving of Middle School Students with Learning Disabilities

Marjorie Montague received her PhD from the University of Arizona in 1984. She is an associate professor in the School of Education at the University of Miami. Address: Marjorie Montague, School of Education, University of Miami, PO Box 248065, Coral Gables, FL 33124.

This study investigated the effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of six middle school students with learning disabilities. Conditions of the multiple baseline, across-subjects design included baseline, two levels of treatment, setting and temporal generalization, and retraining. For Treatment 1, subjects received either cognitive or metacognitive strategy instruction. Treatment 2 consisted of instruction in the complementary component of the instructional program so that all subjects eventually received both cognitive and metacognitive strategy instruction. This design allowed a componential analysis of the content as well as sequence of instruction. Generally, subjects improved their mathematical problem solving as measured by performance on one-, two-, and three-step word problems. Discussion focused on effectiveness of treatment, acquisition and application of strategic knowledge, error pattern analysis, and the need to tailor instruction to the learner's individual characteristics.

Journal of Learning Disabilities, Vol. 25, No. 4, 230-248 (1992)
DOI: 10.1177/002221949202500404


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