Degree
Doctor of Philosophy (PhD)
Department
Education
Document Type
Dissertation
Abstract
Linguistic competencies are one of the competencies students need to solve a word problem correctly. The purpose of this qualitative study was to document mismatches between the linguistic competencies needed to understand and solve three specific math word problems, and the actual linguistic competencies middle school students bring to bear in solving these problems. This study also documented compensatory strategies students used to overcome their linguistic mismatches. Twenty-one students selected from three intact math classes completed the word problems then participated in a one-on-one interview. In reviewing the data, students presented similar linguistic mismatches specific to a particular word problem. Regarding the compensatory strategies, students used a variety of ways such as reasoning, drawings, and metacognitive strategies (think-alouds) to comprehend the word problems. Overall, these findings reinforce the importance of addressing the role that linguistics plays in the mathematics classroom and the teacher training needed to fulfill that role.
Date
3-9-2024
Recommended Citation
Richard, Laurie C., "Mapping the Linguistic Requirements and Mismatches that Occur when Middle School Students Engage with Mathematical Word Problems" (2024). LSU Doctoral Dissertations. 6359.
https://repository.lsu.edu/gradschool_dissertations/6359
Committee Chair
Kirshner, David