Öğrenme Güçlüğü Olan Öğrenciler ile Düşük ve Ortalama Başarılı Öğrencilerin Matematik Problemi Çözerken Kullandıkları Bilişsel ve Üstbilişsel Stratejilerinin Belirlenmesi

Introduction: Identifying the cognitive and metacognitive strategies of students during mathematical problem solving is important in terms of the arrangements in the instruction. The aim of this study was to compare the cognitive and metacognitive strategy use of sixth-grade students with learning disabilities, low-achieving students, and average-achieving students and to investigate the difference between these strategies.