Reading mathematics problems: Exploring how language counts for middle school students with varying mathematics proficiency

Mary Avalos, Edwing Medina, Walter Secada

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations

Abstract

This chapter provides an overview of the possible challenges and/or affordances of common language, cultural, and domain-related factors students encounter when reading mathematics word problems. This chapter describes a qualitative study using cognitive interviews with think-aloud methods to examine how middle school students with varying domain and English proficiency levels solved four word problems manipulated for linguistic complexity. The chapter presents students’ perceptions of the linguistic manipulation and how they used (or did not use) the problems’ language, technical vocabulary, context, and visual representations when solving them. Implications for teaching reading of word problems based on the results conclude the chapter.]

Original languageEnglish (US)
Title of host publicationLanguage, Literacy, and Learning in the STEM Disciplines
Subtitle of host publicationHow Language Counts for English Learners
PublisherTaylor and Francis
Pages55-78
Number of pages24
ISBN (Electronic)9781351979603
ISBN (Print)9781138284289
DOIs
StatePublished - Jan 1 2018

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ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)

Cite this

Avalos, M., Medina, E., & Secada, W. (2018). Reading mathematics problems: Exploring how language counts for middle school students with varying mathematics proficiency. In Language, Literacy, and Learning in the STEM Disciplines: How Language Counts for English Learners (pp. 55-78). Taylor and Francis. https://doi.org/10.4324/9781315269610