Problem-Solving Interventions BGP2 Task 1 Bridget Clark September 4, 2016 A Written Project Presented to the Faculty of the Teachers College of Western Governors University Table of Contents Chapter 1: Topic and Problem ………………………………………………………….. 4 Problem Statement 4 Purpose of the Study ………………………………………………………………… 5 Research Questions and Hypothesis 6 Limitations of the Study 6 Chapter 2: Literature Review 7 Reading Comprehension 7 Vocabulary Instruction 9 Graphic Organizers & Plans 10
instruction, strategies for solving basic operations are strong and systemic. However, students in the intermediate grades struggle with finding and using reliable strategies for solving word problems. The complexity of language that’s used in a mathematical context makes it difficult for students to have a confident approach. Therefore, research is being conducted on how reading comprehension can be dove-tailed with word-problem-solving in an elementary classroom. Research Problem A majority of current
TEKS:6.1.B use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; Content Objective(s): -The student will become familiar with the mechanism of the water cycle. -The student will be able to ask question about the mechanism of the water cycle. -The student will be able to evaluate, and analyze the given information
Mathematics (CA CCSSM) and describe in your own words the importance of these principles - Make sense of problems and persevere in solving them- The importance of this principle is that students must be able to deeply understand a problem by themselves this ensure that the student can analyze the problem and plan on how the will solve it. Reason abstractly and quantitatively- It’s important that students are able to pause during solving the problem and continue to analyze, reflect and strategize
thinking and understanding in various settings in an attempt to
very significant as a student of problem solving is continually using the entry phase when given a problem. The entry phase allowed me to focus on the logistics of the problem. The following questions is what I found myself asking as a learner of problem solving: what are you trying to find/want to know about the problem, what do you know about the problem and what questions do you have? I not only used these questions in problem solving, but also in my other math classes at UNI. They helped think
Word Problems In Coordinate Algebra Problem Statement In the last two decades, word problems in algebra have been the subject of debates among educators across the country. To cope with this issue, many states including Georgia turned to the Common Core Curriculum, which emphases on critical thinking rather than just simple calculation. One standard in coordinate algebra indicates that high school freshmen to be able to: “Create equations and inequalities in one variable and use them to solve problems”
situations to mathematics symbolism, work together cooperatively in solving problems,
current problem solving skills in relation to my students and how these skills develop through growth. Does problem solving develop as a result of maturation or development based on ages? Problem solving is an aspect of cognitive development, therefore one can assume it develops as children develop. It is evident that teachers and other adults may think of problem solving in mathematics when they hear the words problem solving. I was one of these individuals. I thought of problem solving as understanding
Interpersonal Communication Skills (BICS) observed in the math class. One of the first examples where I noticed BICS taking place was at the beginning of class time. As the students set up their desks and chalk boards, they were all loudly conversy about whatever they deemed fit. This is considered a BICS because the students were interpersonally conversing within the classroom about subjects related and unrelated to the math class with one another. For example, This BICS example was cognitively