Theorizing an Integration of Reading and Mathematics: Solving Mathematical Word Problems in the Elementary Grades Academic Article

abstract

• This article theorizes three major cognitive constructs that are operationally defined by shared similarities of processing information in reading and mathematics. Specifically, the paper (1) proposes and details the refinement and evaluation of components of a conceptual model for reading to solve mathematical word problems for elementary students, and (2) develops and refines the theoretical constructs of the model. Our assumptions lay out the interrelationships of reading and mathematics word problems by focusing on the cognitive components of Recognizing Higher Level Patterns of Text Organization (R), Generating Patterns (G), and Attaining a Goal (A). These assumptions are to refine and construct the RGA cognitive components that could theoretically enhance elementary students reading and solution of mathematical word problem-solving abilities.

authors

• Capraro, Mary
• Capraro, Robert
• Rupley, William

published proceedings

• LEARNING LANDSCAPES

author list (cited authors)

• Rupley, W. H., Capraro, R. M., & Capraro, M. M.

citation count

• 3

complete list of authors

• Rupley, William H||Capraro, Robert M||Capraro, Mary Margaret

publication date

• 2011

publisher

• Leading English Education and Resource Network - LEARN  Publisher

published in

• LEARNing Landscapes  Journal

keywords

• Basic Behavioral And Social Science
• Behavioral And Social Science
• Clinical Research

Digital Object Identifier (DOI)

• 10.36510/learnland.v5i1.543

start page

• 227

end page

• 250

volume

• 5

issue

• 1

URL

• http://dx.doi.org/10.36510/learnland.v5i1.543