• Season 2 | Episode 15 – Making Sense of Story Problems - Guest: Drs. Aina Appova and Julia Hagge

  • Apr 4 2024
  • Duración: 32 m
  • Podcast

Season 2 | Episode 15 – Making Sense of Story Problems - Guest: Drs. Aina Appova and Julia Hagge Por arte de portada

Season 2 | Episode 15 – Making Sense of Story Problems - Guest: Drs. Aina Appova and Julia Hagge

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  • Rounding Up Season 2 | Episode 15 – Making Sense of Story Problems Resources: Schema-Mediated Vocabulary in Math Word Problems Guest: Drs. Aina Appova and Julia Hagge Mike Wallus: Story problems are an important tool that educators use to bring mathematics to life for their students. That said, navigating the meaning and language found in story problems is a challenge for many students. Today we're talking with Drs. Aina Appova and Julia Hagge from [The] Ohio State University about strategies to help students engage with and make sense of story problems. Mike: A note to our listeners. This podcast was recorded outside of our normal recording studio, so you may notice some sound quality differences from our regular podcast. Mike: Welcome to the podcast, Aina and Julia. We're excited to be talking to both of you. Aina Appova: Thank you so much for having us. We are very excited as well. Julia Hagge: Yes, thank you. We're looking forward to talking with you today. Mike: So, this is a conversation that I've been looking forward to for quite a while, partly because the nature of your collaboration is a little bit unique in ways that I think we'll get into. But I think it's fair to describe your work as multidisciplinary, given your fields of study. Aina: Yes, I would say so. It's kind of a wonderful opportunity to work with a colleague who is in literacy research and helping teachers teach mathematics through reading story problems. Mike: Well, I wonder if you can start by telling us the story of how you all came to work together. And describe the work you're doing around helping students make sense of word problems. Aina: I think the work started with me working with fifth-grade teachers, for two years now, and the conversations have been around story problems. There's a lot of issues from teaching story problems that teachers are noticing. And so, this was a very interesting experience. One of the professional development sessions that we had, teachers were saying, “Can we talk about story problems? It's very difficult.” And so, we just looked at a story problem. And the story problem, it was actually a coordinate plane story problem. It included a balance beam, and you're supposed to read the story problem and locate where this balance beam would be. And I had no idea what the balance beam would be. So, when I read the story, I thought, “Oh, it must be from the remodeling that I did in my kitchen, and I had to put in a beam, which was structural.” Aina: So, I'm assuming it's balancing the load. And even that didn't help me. I kept rereading the problem and thinking, “I'm not sure this is on the ceiling, but the teachers told me it's gymnastics.” And so even telling me that it was gymnastics didn't really help me because I couldn't think, in the moment, while I was already in a different context of having the beam, a load-bearing beam. It was very interesting that—and I know I'm an ELL, so English is not my first language—in thinking about a context that you're familiar with by reading a word or this term, “balance beam.” And even if people tell you, “Oh, it's related to gymnastics”—and I've never done gymnastics; I never had gymnastics in my class or in my school where I was. It didn't help. And that's where we started talking about underlying keywords that didn't really help either because it was a coordinate plane problem. So, I had to reach out to Julia and say, “I think there's something going on here that is related to reading comprehension. Can you help me?” And that's how this all started. ( chuckles ) Julia: Well, so Aina came to me regarding her experience. In fact, she sent me the math problem. She says, “Look at this.” And we talked about that. And then she shared frustration of the educators that she had been working with that despite teaching strategies that are promoted as part of instructional practice, like identifying mathematical keywords and then also reading strategies have been emphasized, like summarizing or asking questions while you're reading story problems. So, her teachers had been using strategies, mathematical and also reading, and their students were still struggling to make sense of and solve mathematical problems. Aina’s experience with this word problem really opened up this thought about the words that are in mathematical story problems. And we came to realize that when we think about making sense of story problems, there are a lot of words that require schema. And schema is the background knowledge that we bring to the text that we interact with. Julia: For example, I taught for years in Florida. And we would have students that had never experienced snow. So, as an educator, I would need to do read alouds and provide that schema for my students so that they had some understanding of snow. So, when we think about math story problems, all words matter—not just the mathematical terms, but also the words that ...
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