A influência da compreensão leitora na resolução de problemas matemáticos

Referencias

Angelini, A.L.; Alves, I.C.B.; Custódio, E.M.; Duarte, W.F.; Duarte, J.L.M. (1999). Matrizes Progressivas Coloridas de Raven: Escala Especial. Manual. São Paulo: CETEPP. Batty, G. D.; Kivimäki, M.; Deary, I. J. (2010). Intelligence, education and mortality. British Medical Journal, 340, p.1 – 2. DOI: 10.1136/bmj.c563 Bonilha, M. A. C.; Vidigal, S. M. P. (2016) Resolução de problemas nas aulas de matemática: o recurso problemateca. In: Smole, K. S.; Diniz, M. I. Porto Alegre, Penso. Brasil. Base Nacional Curricular Comum: Educação é a base. Ministério da Educação; Conselho Nacional de Educação. – Brasília: MEC/ CNE, 2017. Boonen, A. J. H.; Van Der Schoot, M.; Florytvan, W.; De Vries, H.; Jolles, J. (2013). What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology, 38, p. 271 - 279. DOI: 10.1016/j.cedpsych.2013.05.001 Boonen, A. J. H.; Van Wesel, F.; Jolles, J.; Van Der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research, 68, p. 15 – 26. DOI: 10.1016/j.ijer. 2014.08.001 Connor, C. M.. A lattice model of the development of reading comprehension. (2016). Child Developmental Perspectives, [s. l.], 10 (4), p. 269-274. https://doi.org/10.1111/cdep.12200 Connor, C. M.; Philips, B. M.; Kaschak M.; Apel, K.; Kim, Y. S.; Otaiba, S. A.; Crowe, E. C.; Thomas-Tate, S.; Johnson, L. K.; Lonigan, C. J. (2014). Comprehensive tools for teachers: reading for understanding from prekindergarten through fourth grade. Educational Psychology Review, Rotterdam, 26 (3), p. 379-401. https://doi. org/10.1007/s10648-014-9267-1 Corso, H. V.; Assis, E.; Nunes, D. M.; Salles, J. F. Desenvolvimento da compreensão de leitura: o papel decisivo da instrução focada nas diferenças individuais. Letras de Hoje, 54 (2), p. 211 – 220. http://dx.doi.org/10.15448/1984-7726.2019.2.32445 Creswell, J. W. (2012). Educational Research: planning, conducting and evaluating quantitative and qualitative research. 4th ed. Pearson Education. Fletcher, J. M.; Lyons, G. R.; Fuchs, L. S.; Barnes, M. A. (2009). Transtornos de aprendizagem: da identificação à intervenção. (R. C. Costa, Trad.). Porto Alegre: Artmed. Fuchs, L. S.; Fuchs D.; Compton, D. L.; Hamlett, C. L.; Wang, A. Y. (2015). Is word-problem solving a form of text comprehension? Scientific Studies of Reading, 19, p. 204–223. https://doi. org/10.1080/10888438.1005745 [PubMed: 25866461] Fuchs, L.; Fuchs, D.; Seethaler, P. M.; Cutting, L. E.; Mancilla-Martinez, J. (2019). Connections between Reading Comprehension and Word- Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities. New Dir Child Adolesc Dev, 165, p. 73 -90. https://doi. org/10.1002/cad.20288. Fuchs, L. S.; Gilbert, J. K.; Fuchs, D.; Seethaler, P. M.; Martin, B. N. (2017). Text Comprehension and Oral Language as Predictors of Word- Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension. In: Sci Stud Read, 22 (2), p. 152–166. https://doi. org/10.1080/10888438.2017.1398259. Golbert, C. S.; Salles, J. F. (2010) Desempenho em leitura escrita e em cálculos aritméticos em crianças de 2ª série. Revista Semestral da Associação Brasileira de Psicologia Escolar e Educacional, SP. 14 (2), p. 203-210, 2010. https://doi.org/10.1590/S1413-85572010000200003 Itacarambi, R. R. (Org.). (2010). Resolução de Problemas: construção de uma metodologia: (ensino fundamental I). São Paulo: Editora Livraria da Física. Kintsch, W.; Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, p. 109–129. https://doi.org/10.1037/0033-295X.92.1.109 [PubMed: 3983303] Machado, A. P. G.; Matos, A. M. S. (2019). Compreensão Leitora na Resolução de Problemas na Prova Brasil de Matemática. Signum: Estudos da Linguagem, Londrina, 22 (1), p. 88- 113. http://dx.doi.org/10.5433/2237-4876.2019v22n1p88 Magina, S. M. P.; Santos, A.; Merlini, V. L. (2014). O raciocínio de estudantes do Ensino Fundamental na resolução de situações das estruturas multiplicativas. Ciência e Educação, Bauru, 20 (2), p. 517 – 533. https://doi.org/10.1590/1516-73132014000200016 Meyer, M. S. (2002). Repeated reading: An old standard is revisited and renovated. Perspectives, 28, p. 15-18. Murnane, R. J.; Willett, J. B.; Braatz, M. J.; Duhaldeborde, Y. (2001). Do different dimensions of male high school students’ skills predict labor market success a decade later? Evidence from the NLSY. Economics of Education Review, 20, p. 311 - 320. https://doi.org/10.1016/S0272-7757(00)00056-X Nortvedt, G. A. (2011). Coping strategies applied to comprehend multistep arithmetic word problems by students with above-average numeracy skills and below-average Reading skills. The Journal of Mathematical Behavior, 30, p. 255 – 268. http://doi.org/10.1016/j.jmathb.2011.04.003 Nunes, T. (2009). Teacher notes. Disponível em: . Onuchic, L. R.; Leal Junior, L. C. (2016). A Influência da Leitura na Resolução de Problemas: Questões de sentidos, significados, interesses e motivações. REMATEC, 21, p. 24-46. https://doi.org/10.37084/REMATEC.1980-3141.2016.n21.p%p.id58 Pires, C. M. C. Panorama da Educação Matemática em alguns países da América Latina. Educação Matemática Pesquisa, São Paulo, 19 (1), p. 1 – 12, 2017. http://dx.doi.org/10.23925/1983-3156.2017v19i3p1-12 Powell, S. R.; Berry, A.; Benz, S. A. (2020). Analyzing the word-problem performance and strategies of students experiencing mathematics difficulty. Journal of Mathematical Behavior, 58, 100759, p. 1 – 16. https://doi.org/10.1016/j.jmathb.2020.100759 Purpura, D. J.; Napoli, A. R. (2015). Early Numeracy and Literacy: Untangling the Relation Between Specific Components. Mathematical Thinking and Learning, 17(2-3), p. 197–218. https://doi.org/10.1080/10986065.2015.1016817 Ritchie, S. J.; Bates, T. C. (2013). Enduring Links From Childhood Mathematics and Reading Achievement to Adult Socioeconomic Status. Psychological Science, 24 (7), p. 1301 – 1308. https://doi.org/10.1177/0956797612466268 Saraiva, R. A.; Moojen, S. M. P.; Munarski, R. (2017) Avaliação da compreensão leitora de textos expositivos: para fonoaudiólogos e psicopedagogos. 3. ed. São Paulo: Pearson Clinical. Swanson, H. L.; Cooney, J. B.; Brock, S. (1993). The influence of working memory and classification ability on children’s word problem solution. Journal of Experimental Child Psychology, 55, p. 374 – 395. https://doi.org/10.1006/jecp.1993.1021 Swanson, H. L. (2016) Word Problem Solving, Working Memory and Serious Math Difficulties: Do Cognitive Strategies Really Make a Difference? Journal of Applied Research in Memory and Cognition. http://dx.doi.org/10.1016/j.jarmac.2016.04.012 Van Dooren, V.; Lem, S.; De Wortelaer, H.; Verschaffel, L. (2018) Improving realistic word problem solving by using humor. Journal of Mathematical Behavior, 53, p. 96 – 104. https://doi.org/10.17632/pj57m8hk5p.1 Vilenius-Tuohimaa, P. M.; Aunola, K.; Nurmi, J. E. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology: An International Journal of Experimental Educational Psychology, 28 (4), p. 409 – 426. https://doi.org/10.1080/01443410701708228