Self-Regulation Strategies to Improve Mathematical Problem Solving for Students with Learning Disabilities

Abstract

This article provides a review of research in cognitive strategy instruction for improving mathematical problem solving for students with learning disabilities (LD). The particular focus is on one of the salient components of this instructional approach — self-regulation. Seven studies utilizing this approach for teaching problem solving to students with LD were previously evaluated to determine its status as evidence-based practice. The results of this evaluation are described, and the self-regulation component embedded in the cognitive routine for each of the studies is presented. The article concludes with a discussion of several principles associated with research and practice in strategy instruction and some practical considerations for implementation in schools.

Bivariate developmental relations between calculations and word problems: A latent change approach

“…Recent shifts in curricular standards attempt to reallocate focus to contextualized problem solving (CCSS, 2010). Yet, the most widely used approach, as reflected in textbooks, involves a general metacognitive framework for WP solving (i.e., reading problem, underline important information, draw the problem, plan solution, predict and estimate answer, compute answer, check answer), when evidence for this approach is limited (Babakhani, 2011; Montague, 1992, 2008). …”

Interventions in Learning Disabilities

“…Metacognition includes both knowledge about cognition which refers to knowledge of why and when to use a given strategy and monitoring of cognition (Lai, 2011 ;Schraw, Crippen, & Hartley, 2006 ), which relates to planning, monitoring or regulating, and evaluating (Cross & Paris, 1988 ). Studies also recommend that teachers assist students in developing their abilities to monitor and regulate their cognition (Kuhn, 2000 ) by leading them through the following stages: (a) What is the problem/task, (b) constructing connections between previous and new knowledge, (c) using appropriate strategies to solve the problem/task, and (d) refl ecting on the processes and the solution (Lai, 2011 ;Montague, 2008 ). Many studies stress the importance of providing explicit instruction in both cognitive knowledge and cognitive regulation (Schraw et al, 2006 ).…”

A Framework for Implementing Individualized Self-Regulated Learning Strategies in the Classroom

“…This has been related to avoiding academic work, procrastination, and low persistence during difficult or nonpreferred academic work (Gajria & Salend, 1995;Klassen, Krawchuk, Lynch, & Rajani, 2008). To address this issue, a number of different interventions have been reported in which students were taught basic problem solving strategies to deal with content specific (i.e., math problems) and general classroom challenges (Montague, 2008;Snyder & Bambara, 1997). Glago, Mastropieri, and Scruggs (2009) reported the results of a study examining the effects of a 6-week intervention targeting classroom problem solving for 21 students in fourth and fifth grades, 15 of whom were identified with LD and the remaining 6 of whom were identified with emotional disability.…”