An Analysis of Children's Strategies for Reading Mathematics

Autor/inn/en	Adams, Thomasenia Lott; Lowery, Ruth McKoy
Titel	An Analysis of Children's Strategies for Reading Mathematics
Quelle	In: Reading & Writing Quarterly, 23 (2007) 2, S.161-177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
Schlagwörter	Symbols (Mathematics); Grade 4; Textbooks; Word Problems (Mathematics); Mathematics Instruction; Learning Strategies; Reading Skills; Mathematics Skills; Elementary School Students; Relevance (Education); Mathematical Concepts; Childrens Literature + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Textbook; Text book; Schulbuch; Lehrbuch; Textaufgabe; Mathematics lessons; Mathematikunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Relevance; Relevanz; 'Children''s literature'; Kinderliteratur
Abstract	Students "doing" mathematics ultimately results in students reading mathematics. This reading of mathematics is manifested in students reading words, symbols (including numerals), and visuals such as diagrams and graphs. Furthermore, students' successful response to word problems engages them in reading mathematics in the context of real-life or contrived situations presented in text. There are a variety of skills that students might use to read mathematics in these various arenas, and in most cases, multiple skills are utilized. This article presents the cases of two fourth grade students engaged in reading a children's trade book with embedded mathematics and in reading from their mathematics textbook. The authors found that the students utilized the knowledge from their daily lived experiences (from direct and indirect engagements) to assist them with the mathematics in the trade book and used conceptual understanding rather than formal procedures in response to the text of the mathematics textbook. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10