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

Meyer, Kylie (2014) Making meaning in mathematics problem-solving using the reciprocal teaching approach. Literacy Learning: The Middle Years, 22 (2). pp. 7-14. ISSN 1320-5692

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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.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	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.
Faculty / Department / School:	Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited:	18 Sep 2014 05:55
Last Modified:	04 Jul 2016 05:23
Uncontrolled Keywords:	reading; comprehension; mathematics; word problems; reciprocal teaching; strategy instruction; problem solving
Fields of Research :	13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy 20 Language, Communication and Culture > 2004 Linguistics > 200408 Linguistic Structures (incl. Grammar, Phonology, Lexicon, Semantics)
Socio-Economic Objective:	E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI:	http://eprints.usq.edu.au/id/eprint/25401

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