Strategy Instruction and Mathematical Problem Solving

Mathematical problem‐solving deficits, characteristic of some students who manifest learning disabilities, are best understood within the context of a cognitive‐metacognitive framework. This framework provides a foundation for strategy‐based interventions to facilitate students’ problem‐solving performance. Research relevant to improving instruction for this group of learners is the focus of this article. Techniques for teaching both specific and comprehensive mathematical problem‐solving strategies as well as techniques to enhance strategy generalization are presented.