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Abstract

The study investigated affective, cognitive, and metacognitive attributes of eighth-grade students (n = 60) by analyzing ratings of responses to items on a structured interview. Differences were found among students with learning disabilities and students who were identified as low-, average-, and high-achieving based on mathematics class placements on perceptions of ability and achievement; attitude toward mathematics; knowledge of mathematical problem-solving strategies; and knowledge, use, and control of problem representation strategies. Results of this study indicated that students with LD have a poor attitude toward mathematics and a low self-perception of ability and achievement. The overall quality of responses to items pertaining to knowledge of mathematical problem-solving strategies is lower for these students than for high-achieving students. Compared with average and high achievers, students with LD also appear deficient in the quality of responses to items pertaining to problem representation strategies. This aspect of performance deserves further investigation given the important role of problem representation in successful mathematical problem solving. The need to further investigate problem-solving characteristics of students with LD and provide cognitively based instruction in mathematical problem solving that focuses on individual student profiles is discussed.

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Affective,Cognitive,and Metacognitive Attributes of Eighth-Grade Mathematical Problem Solvers

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