說明 
56 p 
附註 
Source: Masters Abstracts International, Volume: 4801, page: 0068 

Adviser: Yuuko Uchikoshi 

Thesis (M.A.)University of California, Davis, 2009 

Problem solving is an integral part of mathematical learning. The process of mathematical reasoning can be traced back to early primary grade levels. As students get older, mathematical reasoning continues to be one of the leading components in mathematics. According to the National Council of Teachers of Mathematics (NCTM) standards (2008), mathematical reasoning combines the abilities to establish mathematical conjectures, process mathematical arguments and apply various types of representations. In order to establish these abilities, problem solving requires more instruction than the drill and practice approach 

From my previous student teaching to my current teaching experience, I have noticed both strong and weak math students struggle in the problem solving process. Students seem to sigh upon the ideas of justifications and explanations within their solution and prefer computing strictly with numbers. However, these students were capable of doing mathematics and making sense of the concepts. As an educator, the challenge rested on devising a shift in thinking for students to understand the value of problem solving. How can I connect components in mathematical reasoning into the students' daily activities while enhancing the understanding of the process in problem solving? I narrowed my curiosity to connecting reading comprehension as an embedded approach in the mathematical problem solving approach 

In my search to understand a relationship between reading comprehension and mathematical reasoning, I centered my research on using a mathematical reading circle similar to the idea of a literature circle to bridge the connection. Particularly, I was interested in understanding how different reading comprehension strategies can impact the learning and understanding of problem solving. These series of curiosities and interests led me to my research question: how does the implementation of specific reading strategies: monitor/clarify, visualization, question, and summarization in a mathematical reading circle change 5 th grade students' comprehension skills to solve word problems? 

School code: 0029 
Host Item 
Masters Abstracts International 4801

主題 
Education, Mathematics


Education, Elementary


Education, Reading


0280


0524


0535

Alt Author 
University of California, Davis

