Mathematical Problem-Solving Processes of Students with Special Needs: A Cognitive Strategy Instruction Model Solve It

Being a cognitive strategy instruction model called 'Solve It!' involves cognitive and metacognitive elements.The model was developed by Montague (1992) as one of the process-based teaching strategies.The purpose of 'Solve It!' strategy is to teach the following seven cognitive strategy steps: read, paraphrase, visualize, hypothesize, predict, calculate, and check.Each cognitive strategy step has the following three metacognitive steps: ask, say, and check.'Solve It!' strategy has been used to teach students with special needs on how to solve word problems.This study aimed to evaluate the studies using 'Solve It!' strategies.Therefore, this study reviewed studies by examining electronic databases, journal indexes, and references part of relevant studies.A total of 48 studies were found.These studies were reviewed in terms of inclusion and exclusion criteria, and 12 of them were used for descriptive analysis.The findings of the study revealed that 'Solve It!' was effective in teaching mathematical problem-solving skills for students with special needs.The findings were discussed in line with relevant literature, and some suggestions for future research, and practitioners were presented at the end of the paper.