Group items tagged

(Week 9: Shawntel & Maia) This journal article can be accessed through UMUC's library. The focus of the article was to investigate the impact of linguistics in the process of solving math word problems. The article describes as study analysis of the influence of the number of steps and operations as variables that need to be utilized by learners when solving math word problems. The study used a combination of math word problems where some had consistent language and some had inconsistent language. Both focus groups were given the same questions; however, one group the instructor focused on metacognitive strategies to assist with reading comprehension. The group who were taught metacognitive strategies highly outscored the other group. The study showed that effective teaching strategies require the inclusion of metacognitive and self-regulating processes. The article strongly argues that conceptual understanding in mathematics is highly interrelated with reading comprehension. The article discusses three main components of learning, which are cognition, metacognition, and motivation. In other words, reading comprehension equips students with the confident ability to connect previous concepts to current processes the resolve issues on their own. Our group focused on the understood definition of reading comprehension as obtaining the meaning of what has been read based on readers' previous knowledge or background information in order to continue. Therefore, reading comprehension is the most important factor to improving student success when developing strategies to solving math word problems. This article was used to support teacher strategies when facilitating group work. The students were placed in small, mixed groups to discuss the videos to solve a math word problems as suggested in the article. During their collaborative work, the teacher developed more specific metacognitive questions to focus on reading comprehension and not the math technique.

WEEK 4, Teacher: Heather - 2nd Grade Teacher SMART Goal: Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. SUMMARY: This article offers ideas for effective vocabulary instruction for teachers, including word structure analysis and vocabulary words selection. The article discusses how student knowledge of deciphering vocabulary knowledge and reading comprehension can be reinforced, and how instructors can detect the difference between the vocabulary of good and weak readers. The vocabulary exercises are targeted for students in grades 4 through 12, but I believe that it can be used in all classrooms because the article emphasizes the integration of vocabulary instruction in any content area, such as social studies and science. This article also offers teaching strategies on how to enable students to determine word meaning, and how students can effectively use dictionaries.

This article describes how teachers use different forms of technology in the classroom to foster students' learning in the area of mathematics. In order to be considered an effective teaching tool, the article explains that instructors need to think about cognitive and mathematical fidelity when determining what computer programs to use in the classroom.