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
0 Comments
Region 13's website The Teacher Toolkit contains more than 60 short videos that shows tools to support student learning in the classroom. Some of the tools shared in the videos include:
LEP (limited English proficient) student is one of the names used to describe a student who enters school speaking a language other than English. These type of terms have negative connotation because they imply that students are deficient. The truth is these students are emerging bilinguals. They come to school with language - in Texas that is usually Spanish AND sometimes they already know some English as well. It is the duty of the elementary campus to help them develop their language skills and support students to become not just bilingual, but biliterate! Let's focus on positive characteristics and valuing what our emerging bilinguals have to offer. This change in mindset can help a campus focus on how to capitalize & develop what the students already know and avoid just focusing on the challenges. Our emerging bilingual are not limited in learning ability - they just have not fully developed both languages...YET!
|
Archives
June 2022
Categories
All
|