scholarly journals THE IMPACT OF READING COMPREHENSION ON MATHEMATICS WORD PROBLEM SOLVING

2019 ◽  
Author(s):  
Rajmonda Kurshumlia ◽  
◽  
Eda Vula ◽  
Keyword(s):  
Reading Comprehension ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
The Impact

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.

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.

scholarly journals Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?

2020 ◽  
Vol 53 (5) ◽  
pp. 380-398
Author(s):  
Eunsoo Cho ◽  
Lynn S. Fuchs ◽  
Pamela M. Seethaler ◽  
Douglas Fuchs ◽  
Donald L. Compton
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Predictive Validity ◽  
English Learners ◽  
First Grade ◽  
Word Problem Solving ◽  
Language Dominance ◽  
Spanish Speaking ◽  
The Impact ◽  
Mathematics Disabilities

We examined dynamic assessment’s (DA’s) added value over traditional assessments for identifying Spanish-speaking English learners’ (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL’s language dominance. At the start of first grade, ELs ( N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathematics measures and domain-general (language, reasoning) measures in English, and completed DA in their assigned language condition. At year’s end, they were assessed on calculation and word-problem solving outcomes in English. Results from multigroup path models indicated that Spanish-DA mitigates the impact of ELs’ language dominance on DA performance. Moreover, ELs’ language dominance moderated DA’s predictive validity differentially depending on DA language and type of outcome. Spanish-DA showed higher predictive validity in Spanish-dominant ELs than English-dominant ELs when predicting calculations but not word-problem solving. English-DA was predictive for both outcomes, regardless of ELs’ language dominance.

scholarly journals The Impact of Applying Computer-Based Training Strategy upon Developing the Skill of Solving Mathematical Word Problem among Students with Learning Disabilities

2016 ◽  
Vol 4 (1) ◽  
pp. 149 ◽  
Author(s):  
Burhan M. Hamadneh ◽  
Hassan A. Hamad ◽  
Mamoun M. Al-azzam
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Computer Based Training ◽  
Training Strategy ◽  
Computer Based ◽  
The Impact ◽  
Experimental Group

<p>The present study aimed to investigate the impact of applying a computerized strategy based on training upon developing the skill of Math word problem solving among students with learning disabilities (attention-deficit) in Mathematics. The study sample consisted of (14) students with learning disabilities in Mathematics, randomly chosen from elementary public schools in the city of Najran, Saudi Arabia, and distributed evenly into two groups: The control group (7) students who studied in the traditional way and the experimental group (7) students who studied in computer-based training strategy. Pre-and-post achievement test conducted in Mathematics. The results showed that there are statistically significant differences at the post-achievement test in mathematics in the skill of Math word problem solving in favor of members of the experimental group, which indicates the effectiveness of the computer-based training strategy upon developing the skill of Math word problem solving. Accordingly, the study made several recommendations; the most notably is urging official bodies and educational institutions to provide educational computerized software and to be circulated to elementary public education schools.</p>

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