Bronfman Jewish Educational Center, Montreal, Canada.
J Learn Disabil. 2011 Nov-Dec;44(6):508-20. doi: 10.1177/0022219410378445.
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.
本研究旨在探讨学习障碍学生在解决数学问题时的元认知能力，并确定这些学生与低成就和中等成就学生之间的加工差异（n=73）。学生在解决三个难度逐渐增加的数学问题时会大声思考。对方案进行编码和分析，以确定认知言语的频率以及生产性和非生产性元认知言语的频率。结果表明，当考虑元认知言语的类型和问题难度时，不同能力组的元认知活动模式不同。讨论了对教学的启示。
