The purpose of this study was to investigate fourth-grade students' sensemaking of a word problem. Sensemaking occurs when students connect their understanding of a situation with existing knowledge. We investigated students' sensemaking about a word problem by comparing students' strategy use. Inductive analysis was used to find themes about student sensemaking. Students exhibited one of three levels of sensemaking. Some problem-solving strategies, as a result of students' sensemaking, led to a greater frequency of correct results.
Matney, Gabriel T.; Bostic, Jonathan D.; Fox, Miranda; Sondergeld, Toni; and Stone, Gregory, "Fourth-Grade Students Sensemaking of Word Problems" (2021). School of Teaching and Learning Faculty Publications. 64.
Proceedings of the 48th Annual Meeting of the Research Council on Mathematics Learning
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