Theorizing an Integration of Reading and Mathematics: Solving Mathematical Word Problems in the Elementary Grades

  • William H. Rupley Texas A&M University
  • Robert M. Capraro Texas A&M University
  • Mary Margaret Capraro Texas A&M University

Abstract

This article theorizes three major cognitive constructs that are operationally defined by shared similarities of processing information in reading and mathematics. Specifically, the paper (1) proposes and details the refinement and evaluation of components of a conceptual model for reading to solve mathematical word problems for elementary students, and (2) develops and refines the theoretical constructs of the model. Our assumptions lay out the interrelationships of reading and mathematics word problems by focusing on the cognitive components of Recognizing Higher Level Patterns of Text Organization (R), Generating Patterns (G), and Attaining a Goal (A). These assumptions are to refine and construct the RGA cognitive components that could theoretically enhance elementary students’ reading and solution of mathematical word problem-solving abilities.

Published
2011-05-01
How to Cite
RUPLEY, William H.; CAPRARO, Robert M.; CAPRARO, Mary Margaret. Theorizing an Integration of Reading and Mathematics: Solving Mathematical Word Problems in the Elementary Grades. LEARNing Landscapes, [S.l.], v. 5, n. 1, p. 227-250, may 2011. ISSN 1913-5688. Available at: <http://www.learninglandscapes.ca/index.php/learnland/article/view/Theorizing-an-Integration-of-Reading-and-Mathematics-Mathematical-Problems-in-the-Elementary-Grades>. Date accessed: 19 jan. 2018.