Making meaning in mathematics problem-solving using the reciprocal teaching approach

Article


Meyer, Kylie. 2014. "Making meaning in mathematics problem-solving using the reciprocal teaching approach." Literacy Learning: The Middle Years. 22 (2), pp. 7-14.
Article Title

Making meaning in mathematics problem-solving using the reciprocal teaching approach

ERA Journal ID20334
Article CategoryArticle
Authors
AuthorMeyer, Kylie
Journal TitleLiteracy Learning: The Middle Years
Journal Citation22 (2), pp. 7-14
Number of Pages8
Year2014
Place of PublicationNorwood, Australia
ISSN1320-5692
Abstract

This paper examines the application of the Reciprocal Teaching instructional approach to Mathematical word problems in the middle years. The Reciprocal Teaching process is extended from the four traditional strategies of predicting, clarifying, questioning and summarising, to include further cognitive reading comprehension strategies applied to the context of solving Mathematical word problems.

Keywordsreading; comprehension; mathematics; word problems; reciprocal teaching; strategy instruction; problem solving
ANZSRC Field of Research 2020390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
390109. Mathematics and numeracy curriculum and pedagogy
470409. Linguistic structures (incl. phonology, morphology and syntax)
Public Notes

Copyright of Literacy Learning: The Middle Years is the property of Australian Literacy Educators' Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.

Byline AffiliationsSchool of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
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