are deaf students’ answers to mathematics word problems really illogical? fourth biennial tela...
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![Page 1: Are Deaf Students’ Answers to Mathematics Word Problems Really Illogical? Fourth Biennial TELA Conference Ohio School for the Deaf June 27, 1998 Judy](https://reader035.vdocument.in/reader035/viewer/2022062308/56649d385503460f94a11c19/html5/thumbnails/1.jpg)
Are Deaf Students’ Are Deaf Students’ Answers to Mathematics Answers to Mathematics Word Problems Really Word Problems Really Illogical?Illogical?
Fourth Biennial TELA ConferenceFourth Biennial TELA Conference
Ohio School for the DeafOhio School for the Deaf
June 27, 1998June 27, 1998
Judy MacDonald, NTID Mathematics Judy MacDonald, NTID Mathematics DepartmentDepartment
Kathleen Eilers crandall, NTID English Kathleen Eilers crandall, NTID English DepartmentDepartment
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Can English teachers Can English teachers contribute to contribute to Mathematics learning?Mathematics learning?
The students can do the mathematics, The students can do the mathematics, at least in some situations, but have at least in some situations, but have unexpected difficulties with word unexpected difficulties with word problems. problems.
What effect does English have on the What effect does English have on the students’ success?students’ success?
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Could this happen in your Could this happen in your classclass??
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Symbols and words have Symbols and words have unique meaningsunique meanings. .
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Today, we will discuss:Today, we will discuss:
Explanations for seemingly Explanations for seemingly outlandish answersoutlandish answers
Strategies for understanding six Strategies for understanding six categories of confusions in order to categories of confusions in order to maximize student successmaximize student success
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1. What is the goal?1. What is the goal?
ProblemProblem I am digging a hole 7/8 meters deep. I dug 1/2
meter this morning, 1/6 meter this afternoon, and I plan to dig 1/16 meter tomorrow morning. • After tomorrow morning, how much will I have dug?
• How much will I have left to dig?
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Student solutionsStudent solutions I am digging a hole 7/8 meters deep. I dug 1/2
meter this morning, 1/6 meter this afternoon, and I plan to dig 1/16 meter tomorrow morning. • After tomorrow morning, how much will I have dug?
• How much will I have left to dig?
1. What is the goal?1. What is the goal?
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1. What is the goal?1. What is the goal?
ExplanationExplanation
The student needs to distinguish --The student needs to distinguish --
What is currently happening? What is currently happening?
What is finished? What is finished? andand
What is the goal?What is the goal?
HintHint Notice Notice
clues in clues in
verbs.verbs.
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1. Strategies for 1. Strategies for promoting understandingpromoting understanding
Add redundancy for verbs.Add redundancy for verbs.Original: I am digging a hole 7/8 meters deep. I dug 1/2
meter this morning, 1/16 meter this afternoon, and plan to dig 1/16 meter tomorrow morning.
New: My job is to dig a hole that is 7/8 meters deep. Today, I finished digging 1/2 meter in the morning and 1/16 meter in the afternoon. Tomorrow, I plan to dig 1/16 meter.
Teach students to use common Teach students to use common sense to check answers.sense to check answers.
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1. Strategies for 1. Strategies for promoting understandingpromoting understanding
Make use of illustrations.Make use of illustrations. My job is to dig a hole that is 7/8 meters deep. Today, I finished
digging 1/2 meter in the morning and 1/6 meter in the afternoon. Tomorrow, I plan to dig 1/16 meter.
• After tomorrow morning,
how much will I have dug?
• How much will I have left
to dig?
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2. What words show the 2. What words show the meaning?meaning?
Problem IProblem I • John must work 40 hours this week. So
far he has worked 23¼ hours. How many more hours does he need to work? Translate:
Key Sequence:
Write your answer in a complete sentence:
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2. What words show the 2. What words show the meaning?meaning?
Student solutions IStudent solutions I • John must work 40 hours this week. So
far he has worked 23¼ hours. How many more hours does he need to work? Translate: 40 + 23¼Key Sequence: 40 23 1 4 Write your answer in a complete sentence: He need 63¼ to work.
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2. What words show the 2. What words show the meaning?meaning?
Problem IIProblem II• Mary earns $2 an hour more than Andy.
Mary earns $8 an hour. How much does Andy earn?
Represent:
Translate:
Solve:
Write your answer in a sentence:
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2. What words show the 2. What words show the meaning?meaning?
Student solutions IIStudent solutions II• Mary earns $2 an hour more than Andy.
Mary earns $8 an hour. How much does Andy earn?
Represent: A: how much Andy earnsTranslate: 8 + 2 = A Solve: 10 = A Write your answer in a sentence: Andy earns $10
an hour.
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2. What words show the 2. What words show the meaning?meaning?
Problem IIIProblem III• If Maria gets a raise of $1.55 per hour,
she will be earning $10 an hour. How much does Maria earn now?
Translation:
Solution:
Answer in words:
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2. What words show the 2. What words show the meaning?meaning?
Student solutions IIIStudent solutions III• If Maria gets a raise of $1.55 per hour,
she will be earning $10 an hour. How much does Maria earn now?
Translation: 1. 55 + 10Solution: 1. 55 + 10 = 1 1. 55Answer in words: Maria earns $ 1 1. 55.
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2. What words show the 2. What words show the meaning?meaning?
Problem IVProblem IV
• Translate: two and a quarter
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2. What words show the 2. What words show the meaning?meaning?
Student solutions IVStudent solutions IV
• Translate: two and a quarter
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2. What words show the 2. What words show the meaning?meaning?
Problem VProblem V• Locate a point on the number line that is
twice as far from -1 as it is from 5.
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2. What words show the 2. What words show the meaning?meaning?
Student solutions VStudent solutions V• Locate a point on the number line that is
twice as far from -1 as it is from 5.
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2. What words show the 2. What words show the meaning?meaning?
Explanation:Explanation: Students may always translate Students may always translate
some words the same way. some words the same way.
more, raisemore, raise (“ADD”) (“ADD”)
quarter quarter (“$0.25”)(“$0.25”)
as as (“SAME”)(“SAME”)
HintHint Words mayWords may
have inflexiblehave inflexible
meanings.meanings.
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2. Strategies for 2. Strategies for promoting understandingpromoting understanding
Display data on a number line.Display data on a number line.• Mary earns $2 an hour more than Andy.
Mary earns $8 an hour. How much does Andy earn?
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2. Strategies for 2. Strategies for promoting understandingpromoting understanding
Practice using context clues.Practice using context clues. Use clue words (Use clue words (more, less, more, less,
higher, lower, greater, smallerhigher, lower, greater, smaller) ) that correspond to the that correspond to the mathematical process.mathematical process.
Foster the use of common Foster the use of common sense.sense.
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3. The parts do not add up 3. The parts do not add up to the whole!to the whole!
Problem IProblem I• Four times a number is added to its
square. The sum is -1. Find the number(s).
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3. The parts do not add up 3. The parts do not add up to the whole!to the whole!
Student solutions IStudent solutions I• Four times a number is added to its
square. The sum is -1. Find the number(s).
4n = n2 (Then, the student is unable
to progress to the next sentence.)
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3. The parts do not add up 3. The parts do not add up to the whole!to the whole!
Problem IIProblem II• Shade in the areas represented by the
given fractions:a) 5/8 b) 2¾
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3. The parts do not add up 3. The parts do not add up to the whole!to the whole!
Student solutions IIStudent solutions II• Shade in the areas represented by the
given fractions:a) 5/8 b) 2¾
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3. The parts do not add up 3. The parts do not add up to the whole!to the whole!
Problem III Problem III Construct line segment MN that is three
times as long as line segment PQ below.
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3. The parts do not add up 3. The parts do not add up to the whole!to the whole!
Student solutions III Student solutions III Construct line segment MN that is three
times as long as line segment PQ below.
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3. The parts do not add up 3. The parts do not add up to the whole!to the whole!
ExplanationExplanation “ “is added to” is added to”
equals | add equals | add
“ “2¾” 2¾” 2 | ¾2 | ¾
“ “three times as long as”three times as long as”3 times | same length3 times | same length
HintHint Parts remainParts remain
individualindividual
entities.entities.
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3. Strategies for 3. Strategies for promoting understandingpromoting understanding
Teach students how to analyze Teach students how to analyze problems.problems.
Ask students to compare Ask students to compare information in a problem.information in a problem.
Encourage students to use Encourage students to use common sense.common sense.
Be aware of possible Be aware of possible interlanguage confusions.interlanguage confusions.
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Problem IProblem I• Translate and solve: one hundredth
divided by fifty.
4. An end hath no means. 4. An end hath no means.
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Student solutions IStudent solutions I• Translate and solve: one hundredth
divided by fifty.
100 50
4. An end hath no means. 4. An end hath no means.
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Problem IIProblem II• Select the fourth largest number: 50, 20,
75, 15, 32, 64, 4, 84.
4. An end hath no means. 4. An end hath no means.
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Student solutions IIStudent solutions II• Select the fourth largest number: 50, 20,
75, 15, 32, 64, 4, 84.
50 75 64 84
4. An end hath no means. 4. An end hath no means.
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ExplanationExplanation• Word endings may not be Word endings may not be
meaningful for students.meaningful for students.
4. An end hath no means. 4. An end hath no means.
HintHint Endings Endings
changechange
numbers.numbers.
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Emphasize word endings that Emphasize word endings that change number values.change number values.
Provide additional practice to Provide additional practice to recognize endings such as recognize endings such as -th, -th, -st, -est,-st, -est, -er.-er.
4. Strategies for 4. Strategies for promoting understandingpromoting understanding
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Problem Problem • Find the product of six and seven eighths
and twelve.Translate:
Solve:
Key sequence:
5. Just plain bad5. Just plain bad
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Student solutions Student solutions • Find the product of six and seven eighths
and twelve.Translate: 6 12Solve: = 63Key sequence: 6 7 8 12
5. Just plain bad5. Just plain bad
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ExplanationExplanation• The problem is ambiguous.The problem is ambiguous.
5. Just plain bad5. Just plain bad
HintHint AmbiguousAmbiguous
problemsproblems
are unfair.are unfair.
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Read and re-read problems.Read and re-read problems. Cluster information in Cluster information in
problems.problems. Example: Example: Find the product of two Find the product of two
numbers: twelve, and six and seven-numbers: twelve, and six and seven-eighths.eighths.
Avoid ambiguous problems.Avoid ambiguous problems.
5. Strategies for 5. Strategies for promoting understandingpromoting understanding
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Problem Problem • Mary earns $2 an hour more than Andy.
Mary earns $8 an hour. How much does Andy earn?
Represent:
Translate:
Solve:
Write your answer in a sentence:.
6. What did you order? 6. What did you order?
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Student solutions IIStudent solutions II• Mary earns $2 an hour more than Andy.
Mary earns $8 an hour. How much does Andy earn?
Represent: A: how much Andy earnsTranslate: 2 + 8 = A Solve: 10 = A Write your answer in a sentence: Andy earns $10
an hour.
6. What did you order? 6. What did you order?
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ExplanationExplanation• Students prefer the order the Students prefer the order the
numbers have in the problems.numbers have in the problems.• Students may overlook Students may overlook
words that signal words that signal order.order.
6. What did you order? 6. What did you order?
HintHint Order Order
is critical.is critical.
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Practice ordering information on Practice ordering information on a number line.a number line.
At first, restate with left to right At first, restate with left to right order. order. Example: Example: Mary earns $8 an hour. Andy earns
$2 less than Mary. How much does Andy earn? Then, practice orders that violate Then, practice orders that violate
the left to right principle.the left to right principle. Pay particular attention to words Pay particular attention to words
such as: such as: after, before, now, then, until.after, before, now, then, until.
6. Strategies for 6. Strategies for promoting understanding promoting understanding
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WWords may have inflexible ords may have inflexible meanings.meanings.
EEndings change numbers.ndings change numbers. AAmbiguous problems are unfair.mbiguous problems are unfair. PParts remain individual entities.arts remain individual entities. OOrder is critical.rder is critical. NNotice clues in verbs. otice clues in verbs.
SummarySummary
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Presenters:Presenters:
Judy MacDonald
NTID Mathematics Department
Rochester Institute of Technology
Rochester, NY 14623
Phone: (716) 475-6028
Fax: (716) 475-6500
Email: [email protected]
Kathleen Eilers crandall
NTID English Department
Rochester Institute of Technology
Rochester, NY 14623
Phone: (716) 475-5111
Fax: (716) 475-6500
Email: [email protected]
Web: http://www.rit.edu/~kecncp