Reading-enhanced word problem solving: a theoretical model

Abstract

There is a reciprocal relationship between mathematics and reading cognition. Metacognitive training within reading-enhanced problem solving should facilitate students developing an awareness of what good readers do when reading for meaning in solving mathematical problems enabling them to apply these strategies. The constructs for each cognitive component articulated in the manuscript are supported by research demonstrating benefits in reading and mathematics achievement and how they operate together to help students' conceptualize mathematical problems. Teachers need to think less about students deriving an answer and more in terms of facilitating students' application of the cognitive components of reading and mathematics. Thus, teachers can implement reading-enhanced problem solving in mathematics when students struggle, rather than having to manipulate their local curriculum.

Metasynthesis of Factors Contributing to Children’s Communication Development: Influence on Reading and Mathematics

“…Still, actively promoting mathematical communication is a relatively new phenomenon. The purpose of this study is to determine what previous studies have already found to be factors that contribute to a child's initial communication development and previously identified effects of reading mathematics storybooks to toddlers or preschoolers [7,17]. The heart of this study is a focus on the communication development that occurs in young children in tandem with the shared experiences of adults with whom they have significant relationships such as parents or caregivers.…”

“…By reading mathematics-themed storybooks during shared reading time, children can begin to understand and use math vocabulary, even at a young age [4,7,17]. Participation at an early age in shared reading encourages behaviors such as mutual questioning, responding, and making stories relevant to the child's life that promotes increased reading engagement [18][19][20].…”

“…Reciprocal conversation with the adult "other" is not the only element of a child's shared storybook experience; sometimes other children are present during shared storybook readings. Having peers present while reading and talking about mathematics storybooks can be advantageous because children can not only participate as active readers but also use dialogue with each other to understand mathematical vocabulary being addressed in the story [7]. By providing children with guidance and practice on how to use language for reasoning and encouraging storybook talks with peers, children can learn to use language more effectively as a tool for solving problems or discussing new concepts or vocabulary [35,36].…”

“…Mathematics is a language for communication and a tool for discovery [6,7]. Learning the vocabulary needed to express oneself effectively is essential for success in today's competitive world economy [8]; this is particularly the case when considering mathematics learning.…”

The role of unconscious information processing in the acquisition and learning of instructional messages

“…The capacity of the working memory is limited (Boston, Hale, Vasishth, & Kliegl, 2011;Capraro, Capraro, & Rupley, 2012), to the extent that humans are unable to respond to every piece of information consciously, or recognize all features and patterns of information simultaneously (Cassino, Taber, & Lodge, 2007;Tversky & Kahneman, 1981). Students therefore need to process or discern multiple patterns of information unconsciously, parallel to the conscious processes (Lewicki et al, 1992;Westen, 2006).…”