One question that we should ask ourselves when our students are having difficulty solving word problems is .... Is it a reading comprehension issue or are there underlying mathematics misconceptions? Teaching students to linguistically accommodate their own mathematics word problems is one strategy that can be used to to help students focus on the mathematics. If a student continues to have difficulty solving linguistically accommodated word problems, then this is evidence that a math misconception needs to be addressed. The proper nouns often times used in math word problems are unfamiliar to students and difficult to decode. Also, these proper nouns do not impact the mathematics or the meaning of the text. These proper nouns could be switched with other proper nouns without changing the meaning of the text. In word problems it is common to see objects and items accompanied by descriptions that are unnecessary to the problem. Most of the time it does not matter that it's chocolate chip cookies that are being baked...cookies being baked is sufficient information. Some times when students first see a word problem it seems overwhelming because its 3-5 sentences of unfamiliar proper nouns and numbers printed in a small space. Organizing and rewriting a word problem into bulletin points makes it look less cumbersome, easier to read, and accessible. ORIGINAL PROBLEM On Saturday, the Grocery Universe store had a sale on cranberry raisin granola bars. Kashahra bought 15 packages of cranberry raisin granola bars. Each package contained 15 cranberry raisin granola bars. Kashahra gave 24 cranberry raisin granola bars to Yaresly. How many cranberry raisin granola bars does Kashahra have left? LINGUISTIC ACCOMMODATED PROBLEM
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