Effects of Cognitive Strategy Instruction on Algebra Problem Solving of Adolescents with Learning Disabilities

Twelve adolescents with learning disabilities were trained to use a cognitive strategy in algebra problem solving. The two-phase strategy (problem representation and problem solution) was effective in improving algebra performance on algebra word problems, and maintenance and transfer of the strateg...

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Bibliographic Details
Published inLearning disability quarterly Vol. 16; no. 1; p. 34
Main Author Hutchinson, Nancy L
Format Journal Article
LanguageEnglish
Published 1993
Subjects
Algebra
Cognitive Processes
Instructional Effectiveness
Junior High Schools
Learning Disabilities
Learning Strategies
Mathematics Instruction
Problem Solving
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ISSN0731-9487
DOI10.2307/1511158

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Summary:Twelve adolescents with learning disabilities were trained to use a cognitive strategy in algebra problem solving. The two-phase strategy (problem representation and problem solution) was effective in improving algebra performance on algebra word problems, and maintenance and transfer of the strategy were evident. (JDD)
ISSN:0731-9487
DOI:10.2307/1511158