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ERIC Number: ED468667
Record Type: Non-Journal
Publication Date: 2002
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Examination of Oral Retellings of Word Problems by Third Grade Students.
Monroe, Eula Ewing; Black, Sharon; Buhler, Amanda J.
A study investigated third graders' use of oral retellings in solving mathematics word problems. Research examined the extent to which third-grade students, following instruction and experience with oral retellings, selected and used this strategy in solving word problems when they were not required to do so. The nature of third graders' oral retellings of mathematics word problems was also explored. Researchers designed a 15-lesson instructional sequence to help students learn to solve word problems, with instruction and guided practice in oral retellings embedded within the lessons. Prior to implementation of the sequence, 10 students were interviewed individually to assess their strategies for solving multiplication and division word problems. Following the interviews, the lessons were taught intermittently over a 4-month period, based on the teacher's schedule, with a range of 0 to 2 lessons weekly. During lessons, students were videotaped, their work samples collected, and field notes were taken. After the lesson sequence, they were again interviewed. Preliminary analysis revealed that complete oral retellings of word problems appeared to be a challenge for this third-grade group to learn and use; retelling all the major elements of a word problem did not become a strategy of choice. Oral retellings were very basic at the beginning; with experience, students were able to relate more details, but only after extensive instruction and practice in storytelling. Students frequently used their own retelling methods, which researchers characterized as rudimentary, or partial, oral retellings. Includes 15 word problems. (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A