This study investigated whether students' writing about their mathematical problem solving processes showed evidence of a metacognitive framework. Twenty ninth‐grade algebra students provided written descriptions of their problem solving processes as they worked mathematics problems. A qualitative analysis of the data indicated the presence of a metacognitive framework. Students' written descriptions demonstrated engagement of various metacognitive behaviors during orientation, organization, execution, and verification phases of mathematical problem solving. This article provides a description of the more predominant metacognitive behaviors identified through the data analysis. The findings of this study underscore the importance of implementing writing as an integral part of the mathematics curriculum and emphasize the need for additional research on writing in mathematics.

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Current federal policy requires that students with disabilities participate in large-scale assessments and be included in schools' scores for adequate yearly progress. Students with significant cognitive disabilities may participate in an alternate assessment with alternate achievement standards, but these standards must be linked to grade-level content and promote access to the general curriculum. Because most research with this population has focused on nonacademic life skills, few guidelines exist for teaching and assessing skills that are linked to grade-level content. One challenge to developing research and practice in grade-linked academic content for students with significant cognitive disabilities is the absence of a clear conceptual framework. This article—developed by a team of special education, curriculum content, and measurement experts—proposes a conceptual definition and criteria for linking instruction and assessment to grade-level academic content.

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