THE EFFECTS OF COGNITIVE AND METACOGNITIVE STRATEGY INSTRUCTION ON THE MATHEMATICAL PROBLEM SOLVING OF MIDDLE SCHOOL STUDENT WITH LEARNING DISABILITIES

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MONTAGUE M.

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Journal Paper

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Journal: JOURNAL OF LEARNING DISABILITIES Year:2000 | Volume:4 | Issue:- Page(s): 422-429

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Title

THE EFFECTS OF COGNITIVE AND METACOGNITIVE STRATEGY INSTRUCTION ON THE MATHEMATICAL PROBLEM SOLVING OF MIDDLE SCHOOL STUDENT WITH LEARNING DISABILITIES

Author(s)

MONTAGUE M. | Issue Writer Certificate

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Abstract

Cites

THE EFFECTIVENESS OF VERBAL SELF-INSTRUCTION TRAINING ON MATH PROBLEM-SOLVING OF INTELLECTUALLY DISABLED STUDENTS
THE EFFECTIVE OF LEARNING STRATEGIES AND ATTRIBUTION RETRAINING INSTRUCTION METHODS ON MATHEMATICAL PROBLEM SOLVING IN INTELLECTUALLY DISABLED STUDENTS

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APA: Copy

MONTAGUE, M.. (2000). THE EFFECTS OF COGNITIVE AND METACOGNITIVE STRATEGY INSTRUCTION ON THE MATHEMATICAL PROBLEM SOLVING OF MIDDLE SCHOOL STUDENT WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES, 4(-), 422-429. SID. https://sid.ir/paper/646464/en

Vancouver: Copy

MONTAGUE M.. THE EFFECTS OF COGNITIVE AND METACOGNITIVE STRATEGY INSTRUCTION ON THE MATHEMATICAL PROBLEM SOLVING OF MIDDLE SCHOOL STUDENT WITH LEARNING DISABILITIES. JOURNAL OF LEARNING DISABILITIES[Internet]. 2000;4(-):422-429. Available from: https://sid.ir/paper/646464/en

IEEE: Copy

M. MONTAGUE, “THE EFFECTS OF COGNITIVE AND METACOGNITIVE STRATEGY INSTRUCTION ON THE MATHEMATICAL PROBLEM SOLVING OF MIDDLE SCHOOL STUDENT WITH LEARNING DISABILITIES,” JOURNAL OF LEARNING DISABILITIES, vol. 4, no. -, pp. 422–429, 2000, [Online]. Available: https://sid.ir/paper/646464/en

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