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Self-Regulated Strategy Development for Algebra Problem Solving
- Source :
-
TEACHING Exceptional Children . 2024 57(2):104-114. - Publication Year :
- 2024
-
Abstract
- In the era of 21st century learning, many secondary students with learning disabilities continue to struggle with mathematics problem solving. Emerging evidence suggests self-regulated strategy development can be combined with existing evidence-based and promising practices during mathematics instruction. These practices include explicit instruction, metacognition, use of visual representations, ongoing formative assessment and feedback, multiple examples, and self-regulation. We describe the promising and practical potential of SRSD and STAR, a research-based, metacognitive problem-solving strategy, for instruction in algebraic problem-solving. A practical example is provided to illustrate the combination of practices.
Details
- Language :
- English
- ISSN :
- 0040-0599 and 2163-5684
- Volume :
- 57
- Issue :
- 2
- Database :
- ERIC
- Journal :
- TEACHING Exceptional Children
- Publication Type :
- Academic Journal
- Accession number :
- EJ1451122
- Document Type :
- Journal Articles<br />Reports - Descriptive
- Full Text :
- https://doi.org/10.1177/00400599231167816