Cognition and metacognition: Evidence of higher thinking in problem-solving of adolescents with mental retardation

Education and Training in Mental Retardation and Developmental Disabilities

Volumn 36, Issue 1, 2001, Pages 83-93

  Erez, Gilat ^b   Peled, Irit ^a  

^a UNIVERSITY OF HAIFA   (Israel)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040158934     PISSN: 10793917     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (20)

1. Allardice B. S., & Ginsburg H. P. (1983). Children's psychological difficulties in mathematics. In H. P. Ginsburg (Ed.), The development of mathematical thinking (pp. 319-350). New York: Academic Press.
2. Baroody, A. J. (1987). Problem size and mentally retarded children's judgment of commutativity. American Journal of Mental Deficiency, 91, 439-442.
3. Carpenter, T. P., & Moser, J. M. (1982). The development of addition and subtraction problem solving skills. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 9-24). Hillsdale, NJ: Erlbaum.
4. Center for Educational Technology (1994). One, two, and three: Bridges. Tel-Aviv: CET.
5. Cherkes - Julkowski, M. C. (1985). Metacognitive consideration in mathematics instruction for the learning disabled. In J. F. Cawley (Ed.), Cognitive strategies and mathematics for the learning disabled (pp. 99-116). Aspen, CO: Aspen Systems Corporation.
6. Feuerstein, R. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore: University Park Press.
7. Fuson, K. C. (1992). Research on whole number addition and subtraction. In D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 243-275). New York: MacMillan.
8. Gelman, R. (1980). What young children know about numbers. Educational Psychologist, 15, 54-68.
9. Gelman, R. (1982). Basic numerical abilities. Advances in the Psychology of Human Intelligence, 1, 181-205.
10. Goodstein, H. A. (1973). The performance of educable mentally retarded children on subtraction word problems. Education and Training of the Mentally Retarded, 8, 197-202.
11. Hiebert, J., & Carpenter, T. P. (1992). Learning and teaching with understanding. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 65-97). New York: Macmillan.
12. Judd, T. P., & Bilsky, L. H. (1989). Comprehension and memory in the solution of verbal arithmetic problems by mentally retarded and non retarded individuals. Journal of Educational Psychology, 81, 541-546.
13. Lave, J. (1988). Cognition in practice. Cambridge, MA: Cambridge University Press.
14. th Conference of the International Group for the Psychology of Mathematics Education, 3, 385-390.
15. National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
16. Nesher, P., Greeno J. G., & Riley, M. S. (1982). The development of semantic categories for addition and subtraction. Educational Studies in Mathematics, 13, 373-394.
17. Nesher, P., & Katriel, T. (1977). A semantic analysis of addition and subtraction word problems in arithmetic. Educational Studies in Mathematics, 8, 251-269.
18. Riley, M. S., Greeno J. G., & Heller, J. I. (1983). Development of children's problem solving ability in arithmetic. In H. P. Ginsburg (Ed.), The development of mathematical thinking (pp.153-196). New York: Academic Press.
19. Schoenfeld, A. H. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 95-113). Hillsdale, NJ: Erlbaum.
20. Siegler, R. S., & Shrager, J. (1984). Strategy choice in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), Origins of cognitive skills (pp. 229-293). Hillsdale, NJ: Erlbaum.