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result(s) for
"Word problems (Mathematics)"
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Time word problems
\"Engaging narrative, vivid photographs, and real-world examples combine to teach readers how to solve time word problems. Readers will learn how to measure time intervals in minutes and represent authentic time problems on a number line diagram\"-- Provided by publisher.
Book
The Bounded and Precise Word Problems for Presentations of Groups
We introduce and study the bounded word problem and the precise word problem for groups given by means of generators and defining
relations. For example, for every finitely presented group, the bounded word problem is in
eBook
Length word problems
\"This book offers readers insight into solving length word problems. Designed to support the Common Core State Standards, this title includes strategies such as using drawings, symbols, and number lines solve problems. Real-world examples and engaging text make learning meaningful to young readers\"-- Provided by publisher.
Book
Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners
The focus of this article is the well documented association between low working memory capacity and difficulty with mathematical word-problem solving. We begin by describing a model that specifies how various cognitive resources, including working memory, contribute to individual differences in word-problem solving and by then summarizing findings on the relation between working memory and word-problem solving. This sets the context for the article’s main purpose and major section: to describe the findings of research studies that take one of two approaches for addressing the needs of students with low working memory within word-problem solving intervention. One approach focuses on
compensating
for working memory limitations; the other on
building
working memory capacity. We then suggest the need for research on integrating the two approaches by embedding working memory training within explicit word-problem solving intervention.
Journal Article
Ready for word problems and problem solving
\"This book explains the steps of reading a problem, making a plan, solving the problem and checking your answer\"--Provided by publisher.
BOOK
Teachers’ Perspectives on Addressing Linguistic Factors Affecting Visualisation of Mathematics Word Problems
Visualisation plays a critical role in the teaching and learning of mathematics word problems. It is an essential tool for enabling learners to create meaningful mental pictures necessary for solving mathematical problems. Appropriate visualisation requires good reading skills, English proficiency and an understanding of mathematical vocabulary, language and structure. Although visualisation plays such a critical role, teachers often do not pay attention to linguistic factors when teaching mathematics word problems, thus making it difficult for learners to visualise and solve mathematics word problems. This background positions the study to explore teachers’ perspectives on the linguistic factors that affect the visualisation of mathematics word problems and to identify appropriate solutions to these. Using a single-case exploratory study, the perspectives of six mathematics teachers were elicited through focus group discussions and reflection sessions. The data collected were analysed through thematic analysis techniques. The findings indicate strategies to address the lack of reading skills, including understanding mathematical language and the structure and ambiguities of mathematics word problems.
Journal Article
You can, toucan, math : word problem-solving fun
Math is made fun with the help of some colorful birds.
Book
Flexible teaching of mathematics word problems through multiple means of representation
Flexible teaching of mathematics word problems is essential to improve learning. Flexible teaching is vital in terms of providing meaningful learning, creating inclusive learning spaces and making content accessible. As such, teachers need to strive to provide flexible teaching of mathematics word problems in order to optimise and maximise learning. In line with this notion, therefore, the qualitative case study reported in this article aimed to explore the implementation of one aspect of universal design for learning (UDL), namely multiple means of representation (MMR), to guide flexible teaching of mathematics word problems. Data were collected using focus group discussions, reflection and observation sessions in which five high school mathematics teachers and a Head of Department were involved. The teachers participated in a mini-workshop on the application of the UDL principles which was organised to introduce and induct them to the approach. The study showed that MMR can be used to help guide flexible teaching of mathematics word problems by providing varied options for comprehension: options for language, mathematical expressions and symbols, as well as options for perception. The findings of the study recommend the need for teachers to adapt their teaching by considering the application of the MMR principle to guide and promote flexible teaching of mathematics word problems.
Journal Article
The Effect of Eliciting Repair of Mathematics Explanations of Students With Learning Disabilities
Mathematical reasoning is important in conceptual understanding and problem solving. In current reform-based, discourseoriented mathematics classrooms, students with learning disabilities (LD) encounter challenges articulating or explaining their reasoning processes. Enlightened by the concept of conversational repair borrowed from the field of linguistics, this study designed an intervention program to facilitate mathematical reasoning of students with LD. Conversational repair, an ability to repair communicative breakdowns or inaccuracies, was designed in an implicit-explicit continuum to elicit selfexplanation from students with LD in the context of mathematics word problem solving. Using a multiple-baseline across participants design, the study found that the intervention was effective for improving students' mathematical reasoning and problem-solving ability measured by their self-explanation and word problem-solving performance. It provided implications for future studies concerning the use of conversational repair in mathematics classroom discourse for individuals with LD.
Journal Article