Author

Julia Gattuso

Date

Spring 4-28-2015

Document Type

Education 530 Project

First Advisor

Gentry, Roberta

Degree Name

Master of Science

Major or Concentration

Elementary Education

Department or Program

Education

Abstract

Over the past few years, teachers have seen a decline in students' mathematical understanding due to a shift from procedural to conceptual knowledge (Griffin & Jitendra, 2008). Many students struggle with comprehending word problems due to being taught strategies that do not emphasize reading comprehension. Various problem solving strategies have been created to help students gain a conceptual understanding of word problems. This study examined three different strategies in order to examine the effects it has on students' understanding of word problems. Students were taught the Reciprocal Teaching Strategy, Schema Based Instruction Strategy, and Visual Strategies. These strategies used different methods to help students understand word problems. This study used both qualitative and quantitative methods to examine students' understanding of word problems using these three strategies. Results show that the problem solving strategies helped students to gain a better understanding of word problems but did not affect how students verbally explained how they solved the word problems.

Language

English

Included in

Education Commons

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