LAUSR

Many elementary students face difficulties in solving word-based, mathematical problems. This study explores using the reciprocal teaching instructional strategy for word-based, mathematical problems at the elementary level. We used a quasiexperimental research design for this study to address the reciprocal teaching environment design, implementation, and evaluation at elementary level mathematics education. Two sixth grade model classes, A & B, of a public secondary school from the district of Okara, Punjab, Pakistan, were selected for this study. Reciprocal teaching for mathematics appears to be an essential strategy for nurturing a more in-depth understanding of the text of mathematical word problems at the elementary level. This instructional approach could enhance an extraordinary level of skill in critical thinking, reasoning, and understanding.