Gifted and learningdisabled gifted students' knowledge and use of mathematical problem-solving strategies

The purpose of this study was to investigate students ' cognitive and meta-cognitive knowledge of mathematical problem solving. Six students who had been identified as gifted or learning-disabled gifted were interviewed about their math problem solving. Videotape-stimulated recall was used as part of the interview process to help students reconstruct their problem-solving activities and recall strategies they know about and use during mathematical problem solving. Students solved seven novel and textbook problems, viewed themselves solving the problems, and responded to ques-tions pertaining to problem-solving processes and strategies. Observations of performance and examination of interview transcripts provided insight into students ' strategies and performance patterns. The importance of under-standing characteristics of good problem solvers for designing effective in-struction for less proficient problem solvers is emphasized. Several instruc-tionalrecommendations are provided. Despite the controversy surrounding the term learning-disabled gifted, there is little doubt that some students who exhibit character-istics associated with giftedness also manifest learning disabilities. These disabilities often adversely affect gifted students ' academic performance, attitude toward learning, and success in school. Ser-vices for students who are both gifted and learning-disabled vary This study was supported by a research grant from the Research Council of the Uni-versity of Miami. Appreciation is extended to the teachers and students of the Dade County Schools