Abstract
Addressing the inherent complexity of word problem solving (WPS) in mathematics education requires a multifaceted approach. While recent research has predominantly emphasized problem representation, the often-overlooked process of problem comprehension is equally crucial. One promising strategy is the integration of self-questioning from a schema perspective, which empowers students to activate their prior knowledge, enhance comprehension, and construct meaningful problem representations. Additionally, the RADS (Read, Ask Questions, Draw, and Solve) framework provides a structured and systematic approach to WPS, combining schema-based instruction and self-questioning to equip students with a comprehensive problem-solving toolkit. By integrating self-questioning into RADS, educators can guide students to become proficient problem solvers, fostering a deeper understanding of mathematical concepts and enhancing their ability to tackle real-world mathematical challenges effectively.
Recommended Citation
SULAIMON, TOLULOPE; Alber-Morgan, Sheila; and Konrad, Moira
(2024)
"Solving Word Problems with RADS: Read, Ask Questions, Draw and Solve,"
Constellations: Online STEM Teacher Education Journal: Vol. 1, Article 4.
Available at:
https://stars.library.ucf.edu/constellations/vol1/iss1/4
Included in
Accessibility Statement
This item was created or digitized prior to April 24, 2027, or is a reproduction of legacy media created before that date. It is preserved in its original, unmodified state specifically for research, reference, or historical recordkeeping. In accordance with the ADA Title II Final Rule, the University Libraries provides accessible versions of archival materials upon request. To request an accommodation for this item, please submit an accessibility request form.
