Self-Regulation Strategies to Improve Mathematical Problem Solving for Students with Learning Disabilities

Abstract

This article provides a review of research in cognitive strategy instruction for improving mathematical problem solving for students with learning disabilities (LD). The particular focus is on one of the salient components of this instructional approach — self-regulation. Seven studies utilizing this approach for teaching problem solving to students with LD were previously evaluated to determine its status as evidence-based practice. The results of this evaluation are described, and the self-regulation component embedded in the cognitive routine for each of the studies is presented. The article concludes with a discussion of several principles associated with research and practice in strategy instruction and some practical considerations for implementation in schools.