Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Problems in Reading in Mathematics. |
| Quelle | (1994), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Content Area Reading; Elementary Education; Elementary School Mathematics; Learning Activities; Mathematics Instruction; Mathematics Skills; Problem Solving; Reading Skills; Writing Assignments |
| Abstract | Pupils need to experience a variety of reading activities in mathematics. Commercially published materials should be on the understanding levels of individual learners. Starting with the kindergarten level and progressing sequentially through the ensuing school years, pupils need to read meaningfully numerals used in the basic four operations, the number names in word form, the abstract symbols for greater than and less than, parenthesis and brackets, among others. Pupils, with teacher guidance, can develop a mathematics glossary individually or within a committee. Some very successful classrooms in the teaching of mathematics stress pupils writing their own mathematics problems. Teachers need to diagnose weaknesses that pupils exhibit in writing. Each error should be corrected unless it is minor in consequences. Pupils individually or in committees may write diary entries or log entries pertaining to sequential days of instruction in mathematics. Pupils can use what they have learned through the reading and writing of test items in mathematics. Word problems, also called story problems, may provide selected difficulties for pupils. Computer use should be an inherent part of learning opportunities for pupils so that objectives might be attained more effectively. It is imperative that pupils learn to read mathematics content with meaning and understanding. (RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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