Return to Explaining Their Thinking strategy page.
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.
Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of learning disabilities, 44(6), 508-520.
Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE).
Generating summary page