Аннотация:This article provides a context for understanding and using cognitive strategy instruction to improve students' performance in mathematics. The theoretical and research base for strategy instruction is reviewed, and characteristics of students who have difficulties in mathematics are discussed from a developmental perspective. Then, a practical illustration of cognitive strategy instruction used to assess and teach mathematical problem solving to middle school students with learning disabilities is presented.
Ключевые слова:Cognitive and developmental aspects of mathematical skills, Mathematics Education and Teaching Techniques, Neuroscience, Education and Cognitive Function
