COGNITIVE STRATEGY INSTRUCTION IN MATHEMATICS FOR STUDENTS WITH LEARNING-DISABILITIES

This article provides a context for understanding and using cognitive strategy instruction to improve students' performance in mathematics. The theoretical and research base for strategy instruction is reviewed , and characteristics of students who have difficulties in mathematics are discussed from a developmental perspective. Then, a practical ill ustration of cognitive strategy instruction used to assess and teach m athematical problem solving to middle school students with learning di sabilities is presented.