Abstract
ABSTRACT The purpose of this study was to explore the problem-solving behaviors of middle-school students with learning disabilities (SLD). Think-aloud interviews were performed with 20 seventh- and eighth-grade students who had learning disabilities to observe their behaviors while solving mathematical word problems (i.e., behaviors and patterns of behaviors). Themes emerged from qualitative analysis indicating that the students engaged in problem-solving behaviors, as well as common patterns of behaviors. There were two consistent behaviors: (a) verbalizing a plan before moving forward on a problem and (b) reengaging after hitting an obstacle in the problem. Data also revealed common patterns of behavior that suggested participants were (a) sensemaking and (b) reflecting throughout the problem-solving process. Findings suggest that these participants, middle-grade students with learning disabilities (SLD), were engaging in productive problem-solving behaviors and persevering throughout the process. Future studies are discussed that maintain an asset-based view on students with learning disabilities.
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