Training strategies in respect to reading comprehension based on the formulation of arithmetical problems: empirical study with primary school pupils

Authors

  • Sonia Beltrán Campos Universidad Nacional de Educación a Distancia
  • Elvira Repetto Talavera Universidad Nacional de Educación a Distancia

DOI:

https://doi.org/10.5944/reop.vol.17.num.1.2006.11336

Keywords:

problem resolution, reading comprehension of a verbal arithmetical problem, training in comprehensive and metacomprehensive strategies

Abstract

ABSTRACT

One prerequisite regarding the resolution of arithmetical problems, in this case, for primary schoolpupils, is the reading and comprehension of the formulation. This enables the solver to construct amental model of the meaning of the problem formulation, leading him/her to focus his/her attention towards resolving the problem. In this article, we present the results of our research, carried out within Comunidad  de Madrid. These  results  highlight  the  importance  of  reading  and  comprehension,along with other skills needed for the resolution of arithmetical problems. This conclusion was reached following a training exercise aimed at primary school pupils, in the area of comprehensive and metacomprehensive strategies.

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Author Biographies

Sonia Beltrán Campos, Universidad Nacional de Educación a Distancia

Profesora Ayudante en el Departamento MIDE II (Orientación Educativa, Diagnóstico e Intervención Psicope-dagógica) en la Facultad de Educación de la UNED Madrid.

Elvira Repetto Talavera, Universidad Nacional de Educación a Distancia

Catedrática de Orientación Educativa en el Departamento MIDE II (Orientación Educativa, Diagnóstico e In-tervención Psicopedagógica) en la Facultad de Educación de la UNED erepetto@edu.uned.es

How to Cite

Beltrán Campos, S., & Repetto Talavera, E. (2014). Training strategies in respect to reading comprehension based on the formulation of arithmetical problems: empirical study with primary school pupils. REOP - Revista Española de Orientación y Psicopedagogía, 17(1), 33–48. https://doi.org/10.5944/reop.vol.17.num.1.2006.11336

Issue

Section

Research studies

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