Core Objectives and Methodology
The paper is a meta-analysis focused on elementary students between grades three and five, an age group critical for the introduction and practice of reading comprehension (RC) strategies. The primary goal is to provide guidance for developing strong RC skills specifically for math texts and to consider the role of asynchronous online learning as an alternative for delivering this instruction.
Key Findings on Reading and Mathematics
The research establishes a direct link between a student’s reading ability and their mathematical performance.
- Cognitive Processing: Reading comprehension is intrinsically linked to cognitive processing ability. If a student struggles to comprehend a text, they have less cognitive capacity available to solve the actual mathematical problem.
- Language Complexity: Mathematical language is highly precise and frequently written above the grade level of the students expected to solve the problems.
- Grade Four Transition: While K-3 focuses on understanding numbers through hands-on activities, grade four introduces more complex problem-solving involving longer texts, multiple steps, and unfamiliar vocabulary with little redundancy.
Pedagogical Strategies and Interventions
The meta-analysis identifies eleven key statements for educators to guide instruction:
- Summarization: This technique requires students to translate a math problem into their own words or a diagram, which helps both develop and assess their comprehension.
- Strategic Questioning: Teachers should use questioning strategies adapted to individual student needs to assess understanding of both the math problem and the specific vocabulary used.
- Cross-Curricular Tools: Effective RC strategies from Language Arts should be adapted for mathematics. This includes teaching students to identify unfamiliar names or places and replace them with more familiar words to reduce cognitive load.
- Sociomathematical Norms: Classrooms must establish norms where students feel safe and respected. An atmosphere where students are not afraid to make mistakes encourages the risk-taking necessary for deep learning.
- Scaffolding: Teachers must use scaffolding to guide students through words and equations, helping them translate text into symbols or diagrams.
The Role of Asynchronous Online Learning
The paper advocates for the use of asynchronous platforms, such as Google Classroom, to support diverse learners:
- Cognitive Load Reduction: “Frontloading” topics asynchronously allows students more time to process information at their own pace, which reduces cognitive burdens.
- Support for L2 Learners: Online tools can help English Language Learners (ELL/L2) develop conceptual mathematical language and proficiency by providing equitable access to content.
- Increased Self-Efficacy: Evidence suggests that asynchronous preparation increases student confidence and engagement in subsequent synchronous oral discussions.
Teacher and Systemic Considerations
The research notes that teachers often feel discomfort with the pace of student-led learning due to pressure from standardized tests or curriculum deadlines. To mitigate this, teachers are encouraged to:
- Plan for flexible instructional designs that prioritize student ideas over rigid timelines.
- Seek support from peers or administrators to become comfortable with releasing control of the time students require for cognitive development.
- Collaborate with Language Arts teachers to plan lessons that focus on summarizing knowledge and identifying key concepts.