ERIC Number: EJ857647
Record Type: Journal
Publication Date: 2009-Jan
Reference Count: 0
Working on Word Problems
VanSciver, James H.
Education Digest: Essential Readings Condensed for Quick Review, v74 n5 p26-28 Jan 2009
Every assessment is a literacy test. It matters not whether the content is science, social studies, or mathematics; if students are not able to make sense of the words, their ability to decipher the meaning of the assessment questions is suspect. Comprehending the language of a task becomes even more important as educators strive to move the thinking of students from the rudimentary levels of loom's taxonomy--knowledge and comprehension--to the higher level of application and require that students demonstrate their deep understanding of concepts through their ability to transfer information to new situations. The importance of reading ability in assessments cannot be overstated. More often than not, students' performance on high-stakes tests has more to do with their ability to determine what algorithms to apply and successfully complete the application process with concepts they have mastered than it does with their confidence with those concepts. When English and mathematics teachers work together to improve this situation, students benefit. This article explains how this scheme would work.
Descriptors: High Stakes Tests, Reading Ability, Word Problems (Mathematics), Mathematics Teachers, Reading Instruction, Academic Achievement, Mathematics, Mathematics Instruction, English Instruction, Literacy, Comprehension, Evaluation, English Teachers, Administrators, Mathematics Skills, Models
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Publication Type: Journal Articles; Reports - Descriptive
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