Teachers - Using the Direct Reading Thinking Activity (DRTA) to promote mathematics classroom learning

The National Council of Mathematics Teacher Education Council and Evaluation Standards Committee proposed "reducing the focus on teachers and text as a source of proprietary knowledge" [1989, p. 129]. Students need to learn to identify and mine other sources of information - self, trade books, magazines, technical manuals, professionals, etc. - while developing better ways to learn teachers and textbooks. We can't expect students to recognize the other sources mentioned, nor can they know how to use them without some help. An easy way for students to read and think about their text is to use several versions of Directed Reading Thinking [DR-TA]. The use of DR-TA is a facility for middle and high school mathematics students [1] to start learning other reading materials, [2] learning to mine their own knowledge, and [3] using their methods to make textbooks more efficient. This article outlines the DR-TA concept.

What is DR-TA?

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It is usually associated with DRA [Directed Reading Activity] developed by Stauffer [1969]. As defined by the International Reading Association Reading and related terminology dictionaryDRA is a "course plan involving a] preparation/preparation/motivation for reading courses; b] silent reading; c] vocabulary and skill development; d] silent and/or verbal reading; e] follow-up or final activity. "Although this It is a useful program for some reading courses and is basically synonymous with elementary reading in elementary school [Tierney, Readance, & Dishner, 1990], but DR-TA is a more powerful model for independent readers and learners. . Dupuis, Lee, Badiali, and Askov [1989] point out that "the reason for using DRTA is to foster student independence while reading. It engages students in a positive process in which they must use their reasoning skills and their own ideas" [p .255].

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It is intended to symbolize the interdependence of the two terms "reading" and "thinking", because in order to be a good reader, people must also think. Unfortunately, for some students, the connection between the two has been lost, as evidenced by their responses to the teacher's questions about their "reading".

Teacher: "Well, who can tell me the part of the book you read last night."
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Student: Deafening silence, eyes looking at the floor, or not wearing a sweater.
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Teacher: "Did you both have seen your homework?"
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Student: "Yes, I read it." "Me too." "I read it twice."
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Teacher: "Well, okay, it looks like we need to learn how to from

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About what we are reading. "[Appropriate 来自 from some class members - "Oh no! Don't think!?"]

As a teacher [primary school, junior high school, high school, and university], I experienced some changes in this exchange, not what I want to remember. It's important to remember that although we are frustrated as educators, our students don't think about what they are reading [and therefore neither understand or remember], their frustration must be much greater than ours [even if they seem to hide It is good]. Use from

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The method is not a panacea for mathematics classes or any other content field, but it can change the ability of students to read, think, understand and remember what they read in textbooks and other written materials. Effective use, it may give the reader the ability to: [1] determine the purpose of reading; [2] extract, understand and absorb information; [3] check reading materials according to the purpose of reading; [4] suspend judgment; [5] Make decisions from the information collected in reading [Tierney et al., 1990, p. 12].

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- Read, confirm the resolution

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Steps, students reflect on what they think will be covered in the text. These predictions can be recorded on a board, on an overhead projector, or on chart paper. This step energizes the pump, giving students the motivation to read and help them set goals for what they are going to read.

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In steps, students read from one point to another [usually a few paragraphs or pages] to find information that was discussed before reading.

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In one step, the teacher leads a short discussion and reflection period that allows students to compare their predictions with what is actually presented in the text. After the discussion and before further reading, if appropriate, the teacher starts the prediction again - read - confirm the loop. Repeat the loop throughout the text.

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At this time, the authenticity and relevance of the text were summarized and evaluated.

Other types of DR-TA are "from

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"Their purpose is for students in and out of the mathematics classroom, starting with the upper grades and continuing with high school and higher education. All of these DR-TA options are discussed in other articles that are easy to discuss. Accessibility.

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