MATHEMATICS INTERVENTION FOR GRADES 5-11: TEACHING MATHEMATICS, READING, OR BOTH? Academic Article

abstract

• This study investigated the incorporation of specific reading strategies in mathematics lessons. Fourteen students attended a three-week, individualized, summer intervention program provided by a large southern university for the purpose of increasing mathematical understanding. The frequency of reading-related instruction was documented from 72 audiotaped lessons and classified according to reading strategy. Although the purpose of the program was to improve mathematics functioning, findings indicated that teachers inherently instructed students in reading strategies while teaching mathematical concepts with: 1) vocabulary instruction the most prevalent reading strategy followed by 2) dense questioning and 3) anticipatory guide to improve reading comprehension of the mathematical text. Teachers also encouraged better mathematical reading comprehension by asking students to read aloud and discuss each passage. 2006 Taylor & Francis Group, LLC.

authors

• Carter, Tamara

published proceedings

• READING PSYCHOLOGY

author list (cited authors)

• Carter, T. A., & Dean, E. O.

citation count

• 17

complete list of authors

• Carter, Tamara Anthony||Dean, Emily Ocker

publication date

• January 2006

publisher

• Taylor & Francis  Publisher

published in

• Reading Psychology  Journal

keywords

• 4 Quality Education
• Behavioral And Social Science

Digital Object Identifier (DOI)

• 10.1080/02702710600640248

start page

• 127

end page

• 146

volume

• 27

issue

• 2-3

URL

• http://dx.doi.org/10.1080/02702710600640248

user-defined tag

• 4 Quality Education