Reading Mathematics: Elementary Students’ Cognitive Strategy Use

• In Event: Reading Processes

Abstract

This study examined elementary students’ applications of cognitive reading comprehension strategies during the reading and interpretation of a mathematics word problem. Strategy use was explored by elicited verbalization of cognition using think aloud protocol and clinical interview probes. Results indicated that the students did not recognize the cognitive strategies used during the initial reading of the mathematical text as relevant to mathematics based text. Initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. Possible factors discussed include a lack of: domain-general instruction, varied text examples in their schooling, and conditional knowledge instruction for self-regulated strategy use.

Authors

• Taylar B. Clements, University of Central Florida

• Michele Gregoire Gill, University of Central Florida