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- W267928345 abstract "Math teachers frequently drill math operations, but rarely drill operation selection. Yet a practical use of math depends on choosing the correct operation as well as doing the operation correctly. Understanding which process is necessary to work the problem depends on verbal or reading evidence that can be identified and taught directly. Research using not solving (word) problems correctly indicated 95% of the sixth graders tested could read all the words correctly, 98% knew the situation the problem was discussing, 92% knew what the problem was asking you to find, yet only 36% knew to work the problem (Knifong and Holtron, 1977). As a junior high developmental reading, remedial reading, and remedial math teacher, I've observed that good readers and math problem solvers use several strategies automatically that poor readers or math problem solvers do not. Yet even with good students, when their subconscious metacognitive behaviors fail, they perform much like poor students. It is readily observable that teachers explain how and almost never explain they know how! Awareness of strategies (metacognitive behaviors) becomes more important as students progress working less with the teacher and doing more work on their own. Using math in daily life requires application and integration of all the learned processes. Selecting the right process and answer becomes the key to word problem comprehension." @default.
- W267928345 created "2016-06-24" @default.
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- W267928345 date "1984-01-01" @default.
- W267928345 modified "2023-09-26" @default.
- W267928345 title "Using Reading as a Thinking Process to Solve Math Story Problems." @default.
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