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Updated: May 28, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical
Carly Rosenzweig1, Jennifer Krawec, Marjorie Montague
1Bronfman Jewish Educational Center, Montreal, Canada.
Abstract:
The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were coded and analyzed to determine frequency of cognitive verbalizations and productive and nonproductive metacognitive verbalizations. Results indicated different patterns of metacognitive activity for ability groups when type of metacognitive verbalization and problem difficulty were considered. Implications for instruction are discussed.
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