Mathematics textbooks typically include word problems or story problems that require students to develop extended written responses. Yet, the answers to these prompts can vary so widely that preservice and inservice teachers must be prepared for multiple levels of interpretation of the language used to capture mathematical thinking. Based on an analysis of word problems within two teacher’s editions of elementary mathematics textbooks, we describe a series of strategies and tasks to scaffold teachers’ understanding of planning for word problems during mathematics instruction. We detail the following components; (1) the use of the Instructional Resource Guide, which assists in the decision-making process to support preservice and inservice teachers as they plan and analyze word problem language aiding in the selection of tasks based on specific objectives or instructional goals; (2) the creation of a consistent instructional sequence for integrated literacy instruction during mathematics instruction.
Picot, Christine and Schneider, Jenifer Jasinski
"Word Problems in the Mathematics Textbook: An Instructional Resource Guide to support writing instruction.,"
Transformations: Vol. 7
, Article 3.
Available at: https://nsuworks.nova.edu/transformations/vol7/iss1/3