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Direct linkKrawec, 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
Rosenzweig, Carly; Krawec, Jennifer; Montague, Marjorie – Journal of Learning Disabilities, 2011
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…
Descriptors: Protocol Analysis, Learning Disabilities, Problem Solving, Ability Grouping
Montague, Marjorie; Dietz, Samantha – Exceptional Children, 2009
This review considers both the content and methodologies of 5 single-subject and 2 group experimental design studies investigating the effects of cognitive strategy instruction on the mathematical problem solving of students with disabilities, using quality indicators proposed by Horner et al. (2005) and Gersten et al. (2005). Findings indicated…
Descriptors: Problem Solving, Intervention, Learning Disabilities, Theory Practice Relationship
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
Montague, Marjorie; Bos, Candace S. – Focus on Learning Problems in Mathematics, 1986
This review of the research on mathematical problem solving is focused on learning disabled students. Categories discussed include characteristics of learning disabled problem solvers, strategies they use, instruction facilitating strategy learning, cognitive strategies, and problem solving strategies. Implications for instruction and research are…
Descriptors: Cognitive Processes, Elementary Secondary Education, Learning Disabilities, Literature Reviews
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 – Learning Disabilities Research and Practice, 1996
This article describes the Mathematical Problem Solving Assessment-Short Form, an evaluation tool to assess various affective factors, cognitive and metacognitive factors, and strategies associated with mathematical problem solving of middle school students. The theoretical basis for the test is discussed and an actual student protocol is used to…
Descriptors: Affective Measures, Cognitive Processes, Evaluation Methods, Informal Assessment
