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Effects Of Think-Aloud Protocol On The Mathematical Problem-Solving Skills Of Seventh- And Eighth- Grade Students With Learning Disabilities, Nasa Lesley Cole
Effects Of Think-Aloud Protocol On The Mathematical Problem-Solving Skills Of Seventh- And Eighth- Grade Students With Learning Disabilities, Nasa Lesley Cole
Doctoral Dissertations
The purpose of this study was to examine the effect of a cognitive- and metacognitive-strategy instruction on the mathematical problem-solving performance and metacognitive experience of 22 seventh- and eighth-grade students with learning disabilities. When solving mathematical word problems, students with learning disabilities typically lack self-regulation processes (Larson & Gerber, 2002) tend to respond impulsively, to use trial and error, and fail to evaluate or verify their solutions (Bryant, Bryant, & Hammermill, 2000). This study used the Metacognitive Experience Survey (MES), two sets of three mathematical-word-problem probes of varying complexity levels, and think-aloud protocols to measure intervention effect. The first research …