Self–Regulation and Mathematics Instruction

Abstract

The purpose of this article is to provide an overview of research–based interventions that incorporate self–regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self–regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self–regulation and must be taught explicitly to monitor and control their cognitive activities as they engage in academic tasks such as mathematical problem solving. This article describes intervention studies that use self–regulation strategies to improve mathematics performance of students with LD at the elementary, middle, and secondary school levels. Several techniques to facilitate effective implementation of self–regulation instruction in the classroom are presented.

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