학술논문
Making Word Problems 'Meaningful'
Document Type
Journal Articles
Reports - Descriptive
Reports - Descriptive
Source
Subject
Language
English
ISSN
0025-5769
Abstract
In this article, the authors offer four specific reading comprehension strategies that mathematics teachers of all levels can employ with their students when working on word problems: (1) visualizing; (2) retelling; (3) making connections; and (4) asking questions. These strategies, which have a substantial research base in literacy, are discussed and illustrated with vignettes provided for elementary, middle, and high school levels.