scholarly journals Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training

2016 ◽  
Vol 7 ◽  
Author(s):  
Anton J. H. Boonen ◽  
Björn B. de Koning ◽  
Jelle Jolles ◽  
Menno van der Schoot
Keyword(s):  
Reading Comprehension ◽  
Problem Solving ◽  
Word Problem ◽  
Math Education ◽  
Skills Training ◽  
Word Problem Solving ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties

2019 ◽  
pp. 073194871986549
Author(s):  
Xin Lin ◽  
Peng Peng ◽  
Hongjing Luo
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Memory Processing ◽  
Mathematics Vocabulary ◽  
Mathematics Competence ◽  
Mathematics Difficulties ◽  
And Mathematics

The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.

scholarly journals Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study

2019 ◽  
Vol 12 (1) ◽  
pp. 18-45
Author(s):  
Rafael Cabezuelo Vivo ◽  
Víctor Pavón
Keyword(s):  
Reading Comprehension ◽  
Secondary Education ◽  
Problem Solving ◽  
Word Problem ◽  
Language Proficiency ◽  
Word Problems ◽  
International Student ◽  
Student Assessment ◽  
Word Problem Solving ◽  
International Student Assessment

The purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners’ process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but that it also depends on the mathematical difficulty, irrespective of the students’ level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.

Teaching Reading Comprehension Skills to a Child with Autism Using Behaviour Skills Training

2017 ◽  
Vol 47 (10) ◽  
pp. 3049-3058 ◽  
Author(s):  
Binita D. Singh ◽  
Dennis W. Moore ◽  
Brett E. Furlonger ◽  
Angelika Anderson ◽  
Margherita L. Busacca ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Skills Training ◽  
Teaching Reading ◽  
Comprehension Skills ◽  
Reading Comprehension Skills

Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners

2022 ◽  
pp. 002221942110683
Author(s):  
Eunsoo Cho ◽  
Jeannette Mancilla-Martinez ◽  
Jin Kyoung Hwang ◽  
Lynn S. Fuchs ◽  
Pamela M. Seethaler ◽  
...  
Keyword(s):  
Risk Factors ◽  
At Risk ◽  
Reading Comprehension ◽  
Problem Solving ◽  
Word Problem ◽  
Listening Comprehension ◽  
Higher Order ◽  
Language Minority ◽  
Word Problem Solving ◽  
Shared Risk

The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n = 70; non-LM n = 89) and not-at-risk (LM n = 44; non-LM n = 114) students were evaluated on foundational academic (word reading, calculation), behavioral (behavioral attention), cognitive (working memory, processing speed, nonverbal reasoning), and language (vocabulary, listening comprehension) measures in English. Results indicated listening comprehension was the only shared risk factor for higher order comorbidity. Furthermore, LM learners were 3 times more likely to be identified as at-risk compared with non-LM learners. Finally, among at-risk learners, no differences were found on cognitive dimensions by language status, but LM learners had lower reading and listening comprehension skills than non-LM learners, with a relative advantage in behavioral attention. Results have implications for understanding higher order comorbidity and for developing methods to identify and intervene with higher order comorbidity among the growing population of LM learners.

Examining the relationships between problem-solving and reading comprehension skills

2019 ◽  
Vol 6 (5) ◽  
pp. 66-74
Author(s):  
Katalin Harangus
Keyword(s):  
Reading Comprehension ◽  
Problem Solving ◽  
Computational Thinking ◽  
Close Correlation ◽  
Educational Programme ◽  
Science Students ◽  
Problem Solving Skills ◽  
Comprehension Skills ◽  
The Right ◽  
Reading Comprehension Skills

Developing problem-solving thinking became extremely important in a well-functioning school system. It must be an integral part of the educational programme as the development of competence in the training of students with the right skills is possible through the processing of a specific curriculum. The purpose of our present survey was to examine the problem-solving skills of the 1st year students of Sapientia University. In our study, we report on the achievements of humanities and science students in solving complex tasks requiring computational thinking. The result data suggest that there is a close correlation between the level of problem-solving skills and the level of reading comprehension and writing skills. For each task, the number of those who tried to solve the task was high, but much more less could reach from recognising to understand and solve the problem. Keywords: Problem-solving, computational thinking, reading comprehension.

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