Components of a reading comprehension model of mathematical problem-solving and their relation to problem-solving success.
Item
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Title
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Components of a reading comprehension model of mathematical problem-solving and their relation to problem-solving success.
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Identifier
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AAI9830750
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identifier
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9830750
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Creator
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Pape, Stephen Joseph.
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Contributor
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Adviser: Carol Kehr Tittle
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Date
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1998
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Psychology, Cognitive | Education, Mathematics | Education, Reading
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Abstract
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The NCTM Standards document (1989) set forth a call for the reform of school mathematics instruction. One component of this reform is the use of problem solving to teach mathematical concepts. The model developed for this study incorporates Mayer's (1992) analysis of mathematical problem solving within a model of reading comprehension (Ehri, 1995a, 1995b). This study examines the role of mathematical conceptual and procedural knowledge as well as reading processes in the representation and solution phases of mathematical problem solving.;Forty sixth-grade and 40 seventh-grade students from an urban public school participated. During the first session, students were individually videotaped "thinking-aloud" as they solved consistent (CL) and inconsistent language (IL) compare problems. In a second session, the students completed a computation test and a background questionnaire.;Total computation test score, number of problems solved using a meaningful approach, mean number of rereadings, and mean recall score accounted for 48% of the variance in problem solving success. On IL multiplication and CL division problems, high fraction knowledge students solved a greater number of problems, used a meaningful approach more frequently, recalled a greater number of elements and structure of the problems, and made fewer fraction of a number errors than the low fraction knowledge group. Problem solving success differed as a function of three problem variables: number of computational steps, language consistency, and arithmetic operation. Participants altered their behaviors on two-step versus one-step problems, only. Otherwise, the students did not alter their behaviors (i.e., use a meaningful approach or increase the number of rereadings) as a function of problem type.;Finally, in support of Lewis and Mayer's (1987) consistency hypothesis, students committed a significantly greater number of reversal errors on IL word problems than on CL word problems. However, contrary to Lewis and Mayer's findings, there was no main effect of language consistency for initial reading and total response time. Thus, this study furthers previous research by examining pattern of problem solving behavior, success rates, and problem representations of intermediate school students as a function of their level of mathematical conceptual and procedural knowledge and problem type.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
