scholarly journals Effect of ‘Cognitively Guided Instruction' on the mathematics lesson for the students with mental retardation: In the addition and subtraction word problems

2009 ◽  
Vol 11 (4) ◽  
pp. 213-232
Author(s):  
박주연 ◽  
이병혁
Keyword(s):  
Mental Retardation ◽  
Word Problems ◽  
Cognitively Guided Instruction ◽  
Mathematics Lesson ◽  
Addition And Subtraction ◽  
Guided Instruction

Overcoming the Walls Surrounding Word Problems

2005 ◽  
Vol 11 (5) ◽  
pp. 256-262
Author(s):  
Gregorio A. Ponce ◽  
Leslie Garrison
Keyword(s):  
Oral Language ◽  
Word Problems ◽  
Cognitively Guided Instruction ◽  
Classroom Activity ◽  
Teachers And Students ◽  
And Mathematics ◽  
Guided Instruction ◽  
Instructional Theories

The integration of two powerful instructional theories (Daily Oral Language and Cognitively Guided Instruction) into one classroom activity that is helping break the barriers teachers and students face when working with word problems. Teachers will gain informative techniques to integrate these strategies to include reading, writing, and mathematics in the classroom.

Collaborating Across the Pond: Cognitively Guided Instruction Project

2019 ◽  
pp. 401-405
Author(s):  
Lio Moscardini
Keyword(s):  
Teaching And Learning ◽  
Developmental Stages ◽  
The United States ◽  
Initial Study ◽  
Cognitively Guided Instruction ◽  
Diverse Group ◽  
Pedagogical Content ◽  
Class Level ◽  
Scottish Government ◽  
Guided Instruction

This paper describes a primary-school (ages 5-11) project implemented in Scotland, based on the United States research from Cognitively Guided Instruction (CGI), and as envisioned by Dr. Lio Moscardini. Three schools, two public and one private, participated in this two-year long initial study that focused on helping teachers to understand the developmental stages pupils naturally progress through in order to understand the mathematics for their class level as defined by the Scottish government. This project provides evidence that a rise in attainment can occur by focusing on teachers’ knowledge, pedagogy, and pedagogical content knowledge in relation to mathematics rather than by focusing on attainment itself. Additionally, this project addresses the teaching and learning of a diverse group of students, i.e. inclusion, low socio-economics.

scholarly journals Parsing Algebraic Word Problems into Equations

2015 ◽  
Vol 3 ◽  
pp. 585-597 ◽  
Author(s):  
Rik Koncel-Kedziorski ◽  
Hannaneh Hajishirzi ◽  
Ashish Sabharwal ◽  
Oren Etzioni ◽  
Siena Dumas Ang
Keyword(s):  
Linear Programming ◽  
Integer Linear Programming ◽  
Word Problems ◽  
Single Equation ◽  
Manual Annotation ◽  
Arithmetic Operations ◽  
Discriminative Models ◽  
Small Set ◽  
Addition And Subtraction

This paper formalizes the problem of solving multi-sentence algebraic word problems as that of generating and scoring equation trees. We use integer linear programming to generate equation trees and score their likelihood by learning local and global discriminative models. These models are trained on a small set of word problems and their answers, without any manual annotation, in order to choose the equation that best matches the problem text. We refer to the overall system as Alges.We compare Alges with previous work and show that it covers the full gamut of arithmetic operations whereas Hosseini et al. (2014) only handle addition and subtraction. In addition, Alges overcomes the brittleness of the Kushman et al. (2014) approach on single-equation problems, yielding a 15% to 50% reduction in error.

CLASSROOM ACTIVITIES FOR ABLE STUDENTS: In Kindergarten, First and Second Grades

1981 ◽  
Vol 28 (6) ◽  
pp. 48-54
Author(s):  
Edward C. Rathmell ◽  
Larry P. Leutzinger
Keyword(s):  
Word Problems ◽  
Major Part ◽  
Learning Experiences ◽  
Primary Grades ◽  
Primary Teachers ◽  
Instructional Time ◽  
Classroom Activities ◽  
Addition And Subtraction ◽  
Subtraction Facts

A major part of the instructional time devoted to mathematics in the primary grades involves helping children learn to count, read and write numerals, memorize basic addition and subtraction facts, add and subtract twodigit numbers, tell time, count money, and solve word problems. Since many able students already know or quickly learn these topics, primary teachers are faced with the problem of providing appropriate learning experiences for these children while the remainder of the class is learning them.

Children's Symbolic Representation of Addition and Subtraction Word Problems

1990 ◽  
Vol 21 (2) ◽  
pp. 123-131
Author(s):  
Harriett C. Bebout
Keyword(s):  
Word Problems ◽  
First Graders ◽  
Symbolic Representation ◽  
Problem Types ◽  
Addition And Subtraction ◽  
Types Of Change ◽  
Informal Strategies

Forty-five first graders were categorized into three levels according to their informal strategies for solving addition and subtraction word problems. They were taught to write canonical and noncanonical open number sentences to symbolically represent the structure of eight types of Change and Combine word problems. Their performances on the posttest indicated that children at each level were successful in learning to symbolically represent and solve the instructed problem types.

Number Sentences: Linking Addition and Subtraction Word Problems and Symbols

1991 ◽  
Vol 22 (4) ◽  
pp. 266-280
Author(s):  
Deborah A. Carey
Keyword(s):  
Word Problems ◽  
First Grade ◽  
Semantic Structure ◽  
Large Numbers ◽  
Addition And Subtraction

Twenty-four first-grade children were asked to write number sentences and select appropriate alternative number sentences for addition and subtraction word problems. Responses were qualitatively different across five clusters of children. Clusters were characterized by the degree of flexibility in accepting alternative number sentences for word problems. Children in all clusters could write and select open number sentences, such as a+□ =b and □ −a=b, that matched the semantic structure of problems for word problems with small and large numbers. Only the more advanced children could identify standard number sentences, a+b=□ and a−b=□, as appropriate representations for all addition and subtraction word problems. Flexibility in selecting alternative number sentences was related to number size, suggesting that knowledge of number relationships plays a role in the development of a general understanding of part-whole relationships.

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