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Cited by 92Mathematics Education and PedagogyCognitive and developmental aspects of mathematical skillsMathematics Education and Teaching Techniques

Strategy Instruction in Mathematics

Goldman, Susan R.·1989·Learning Disability Quarterly
DOI 10.2307/1510251
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Abstract

Mathematics performance is conceptualized as a problem-solving situation consisting of cognitive and metacognitive processes associated with (a) representing the problem, (b) planning a solution, (c) carrying out the operations entailed by the plan, and (d) monitoring the course of solution. Strategies for accomplishing these activities have been instructed within a variety of instructional models, three of which are discussed: direct instruction, self-instruction, and mediated performance (guided learning). Strategy instruction studies representative of each method have been applied to mathematics computation tasks and to word problem solving. These studies are reviewed with a focus on what makes for effective strategy instruction for learning disabled children. Conclusions center on the need to deal explicitly with problem representation and conceptual understanding of the task, task-specific planning and computation skills, and general organizational frameworks for systematically monitoring solution progress. Finally, it is recommended that strategy instruction studies make provision for component practice sufficient to develop efficient access to and use of the available knowledge base as well as of the instructed strategies.

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Crossref · 10.2307/1510251

Cites

39 of 39 references verified0 citation errors · 0 not checkable

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Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Students with math difficulties generally have memory deficits leading to difficulties in the acquisition and remembering of math knowledge.

    “In general, these students have memory deficits leading to difficulties in the acquisition and remembering of math knowledge.”

    From Mathematics Interventions for Children with Special Educational Needs: A Meta-Analysis (2003) · cites this paper as Goldman, 1989

  • Students with math difficulties show deficits in generalization and transfer of learned knowledge to new and unknown tasks.

    “Because of these problems, they also show deficits in generalization and transfer of learned knowledge to new and unknown tasks.”

    From Mathematics Interventions for Children with Special Educational Needs: A Meta-Analysis (2003) · cites this paper as Goldman, 1989

  • Students with math difficulties often show inadequate use of strategies for solving math tasks, caused by problems with the acquisition and application of both cognitive and metacognitive strategies.

    “Moreover, they often show inadequate use of strategies for solving math tasks, caused by problems with the acquisition and the application of both cognitive and metacognitive strategies.”

    From Mathematics Interventions for Children with Special Educational Needs: A Meta-Analysis (2003) · cites this paper as Goldman, 1989

  • Students must acquire problem-solving skills in addition to basic computational skills.

    “Mastery of the basic operations, however, is not sufficient: Students must also acquire problem-solving skills in addition to the basic computational skills (Carnine, 1997; Goldman, 1989).”

    From Mathematics Interventions for Children with Special Educational Needs: A Meta-Analysis (2003) · cites this paper as Goldman, 1989

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Authors
Goldman, S. R.
Affiliations
University of California, Santa Barbara (US)
Corresponding author
Goldman, Susan R.
ORCID
Goldman, Susan R.
Venue
Learning Disability Quarterly
Publisher
SAGE Publications
Published
1989-02
Volume
12
Issue
1
Pages
43-55
ISSN
  • 0731-9487 (ISSN-L)
  • 2168-376X
DOI
10.2307/1510251
OpenAlex
W1970336311
Cited by
92
References
39
Citations by year
2026: 1 · 2025: 1 · 2024: 1 · 2023: 2 · 2022: 1 · 2021: 2 · 2020: 4 · 2019: 4 · 2018: 2 · 2017: 4 · 2016: 4 · 2015: 4 · 2014: 5 · 2013: 3 · 2012: 1
FWCI
6.28
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Learning Disability Quarterly (publishedVersion)
Topics
  • Physical Sciences › Mathematics › Applied Mathematics › Mathematics Education and Pedagogy
  • Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
Keywords
strategy instruction, mathematical problem solving, metacognition, direct instruction, self-education, guided learning, learning disabilities, word problem solving, mathematical computation, problem representation, conceptual understanding

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