Mathematical Literacy: Reading Clinicians’ Perceptions of Domain Relevance of Cognitive Comprehension Strategies

• In Event: Roundtable Session 25
  In Roundtable Session: What Did I Read? Multiple Literacies in STEM Teacher Education

Abstract

This study examined teacher perceptions of cognitive reading comprehension strategy use during the reading and interpretation of a mathematics word problem. Teachers’ perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. An experimental component assignment of teachers to a professional development book study focused on either a) instructional methods of integrated cognitive strategy instruction or b) a review of strategy instruction in reading (control group). The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text; however, there was no impact on their instruction. Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.

Authors

• Taylar B. Clements, University of Central Florida

• Michele Gregoire Gill, University of Central Florida