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Barrera, M., Liu, K., Thurlow, M., Shyyan, V., Yan, M., Chamberlain, S. (2006). Math strategy instruction for students with disabilities who are learning English (ELLs with Disabilities Report 16). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Furner, J. M., Yahya, N., & Duffy, M. L. (2005). Teach mathematics: Strategies to reach all students. Intervention in School and Clinic, 41(1), 16-23.
Hartman, H. J. (2001). Developing students' metacognitive knowledge and skills. In Metacognition in learning and instruction. Dordrecht, The Netherlands: Kluwer Academic Publishers.
Jayanthi, M., Gersten, R., & Baker, S. (2008). Mathematics instruction for students with learning disabilities or difficulty learning mathematics: A guide for teachers. Portsmouth, NH: RMC Research Corporation, Center on Instruction_._
Kray, J., Gaspard, H., Karbach, J., & Blaye, A. (2013). Developmental changes in using verbal self-cueing in task-switching situations: The impact of task practice and task-sequencing demands. Frontiers in Psychology, 4, 940.
Martiniello, M. (2008). Language and the performance of English-language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37-44.
Rittle-Johnson, B., & Loehr, A. M. (2017). Eliciting explanations: Constraints on when self-explanation aids learning. Psychonomic Bulletin & Review, 24(5), 1501-1510.
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