Literaturnachweis - Detailanzeige
| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Reading, Mathematics, and Thought. |
| Quelle | (2002), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Stellungnahme; Classroom Environment; Context Clues; Elementary Secondary Education; Mathematics; Mathematics Instruction; Reading Comprehension; Student Educational Objectives; Word Problems (Mathematics) |
| Abstract | Mathematics has its own unique vocabulary as well as words which cut across all academic disciplines. It also has abstract symbols which belong to mathematics solely. Words and symbols need to be read meaningfully by students. Along with reading, mathematics teaching stresses the use of a variety of learning opportunities to guide students to attain worthwhile objectives. Developmental concrete, semiconcrete, and abstract experiences are needed to provide for individual differences among students in the classroom. This paper focuses on reading and word problems in math, suggesting that the teacher might assist students who have difficulties in word identification by instructing in the use of context clues. The paper states that once correct word identification and comprehension are present, students may need assistance in determining what is asked for in the word problem. It also discusses criteria for mathematics teaching and objectives, testing, and mathematics achievement. The paper notes that a relaxed environment must be present in the classroom, so that students may achieve and not worry or feel uneasy about the classroom climate. (NKA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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