The purpose of this study was to investigate mathematical problem-solving characteristics of middle school students with learning disabilities. Cognitive, metacognitive, and affective characteristics of middle school students with learning disabilities and average-achieving and gifted students (n = 90) were studied to determine similarities and differences among good, average, and poor problem solvers. We included measures of mathematical achievement, reasoning, mathematical word problems, and strategy knowledge, use, and control. Results indicated that despite a positive attitude toward mathematics, students with learning disabilities differed significantly from average-achieving and gifted students in general mathematical achievement and problem solving. Results also suggested that students' poor mathematical problem solving may be related less to solution errors than to an ability to represent problems and predict appropriate solution equations and operations. Implications for research and practice are discussed.
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