JPSY_V3_N1_Art1 Laura Rader Journal on Educational Psychology 2230 – 7141 3 1 1 6 Mathematical learning disabilities, Metacognitive strategies, Constructivism, Middle school Mathematics The reality is that approximately 5-8% of school-age students have memory or other cognitive deficits that interfere with their ability to acquire, master, and apply mathematical concepts and skills (Geary, 2004). These students with Mathematical Learning Disabilities (MLD) are at risk for failure in middle school mathematics because they generally are unprepared for the rigor of the middle school mathematics curriculum. This article not only seeks to explore why students with MLD are such poor mathematical problems solvers, but it seeks to explore and illuminate the mystery behind the cognitive processes and metacognitive strategies that are used to solve mathematical problems. May - July 2009 Copyright & copy; 2009 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=157