The Impact of Reading Comprehension on Mathematics Word Problem Solving

Kurshumlia, Rajmonda; Vula, Eda

doi:10.36315/2019v2end076

Cited by 6 publications

(11 citation statements)

References 5 publications

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“…Reading with understanding is critical when it comes to word problems. According to Kurshumlia and Vula (2013), reading without understanding may result in learners using the incorrect operation and being unable to solve the problem (Bolton Council, n.d.). If learners are unable to comprehend what they have read, it will not be possible for them to explain what the question is about or to solve the problem.…”

Section: Discussionmentioning

confidence: 99%

“…Reading with understanding is crucial so learners do not miss important information for solving the problem. Kurshumlia and Vula (2013) present that misunderstanding particular words creates inappropriate application of mathematical operations in solving the problem.…”

Section: Related Literaturementioning

confidence: 99%

“…Most learners can solve mathematical problems that do not require critical thinking. Kurshumlia and Vula (2013) argue that learners should be able to solve problems that encourage logical thinking, allowing them to solve word problems in reallife situations or where they are presented. However, most learners have shown difficulties in solving mathematical word problems and need guidance and support to overcome the problem.…”

Section: Introductionmentioning

confidence: 99%

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Applying Problem Solving Approach in Teaching Addition and Subtraction Word Problems in Diverse Grade 3 Classrooms

Sambo,

Makgakga

2024

RESSAT

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Word problem solving is an approach that can increase knowledge, improve performance and develop learners’ critical thinking skills that can assist them in solving mathematical and real-life problems. This study examined the effectiveness of using a word problem solving approach to improve Grade 3 learners’ performance when learning addition and subtraction. The study employed this hypothesis to test the difference between the experimental and control groups and between the pre-test and post-test with learners in diverse classrooms solving addition and subtraction word problems. A pre-test-intervention-post-test research design was used to collect the data. Baseline lesson observations and unstructured interviews were conducted to understand the effectiveness of the problem solving approach in teaching number concepts, problems, addition and subtraction. The results of the study revealed a significant difference between the experimental and comparison groups when solving addition and subtraction word problems. Furthermore, there was a significant difference between the pre-test and the post-test in the experimental group. It was concluded that word problems could be taught by following steps for problem solving and equipping learners with essential reading skills to help them comprehend what they are reading. The interviews showed that teachers do not have enough time for learners who experience learning challenges and reading in particular in pursuit of covering the curriculum. Learners in the foundation phase must be taught money problems and problem-solving skills to acquire knowledge to be used in higher grades and real-life situations.

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Section: Discussionmentioning

confidence: 99%

Section: Related Literaturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Applying Problem Solving Approach in Teaching Addition and Subtraction Word Problems in Diverse Grade 3 Classrooms

Sambo,

Makgakga

2024

RESSAT

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“…Dealing with information about semantic relations between the given unknown quantities is frequently a difficult process for most of the students. Hence, researchers have focused on examining the classroom interventions using reading comprehension skills (Boonen et al, 2016;Capraro et al, 2012;Glenberg et al, 2012;Kurshumlia & Vula, 2019;Limond, 2012;Van Garderen, 2004;Wessman Huber, 2010). The other researchers have used intervention programs that focus on both strategic mental representation skills and reading comprehension skills (Fuchs et al, 2004;Jitendra et al, 2007;Montague et al, 2011;Vula et al, 2017).…”

Section: Mathematical Word Problemsmentioning

confidence: 99%

Using Reciprocal Teaching for Improving Students’ Skills in Mathematical Word Problem Solving - A Project of Participatory Action Research

Kurshumlia¹,

Vula²

2021

EUROPEAN J ED RES

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<p style="text-align: justify;">This study aims to present the potential of Participatory Action Research (PAR) to bring together the experiences of teachers and researchers with the intention of improving teaching practices and students’ learning outcomes. Participants in the study were 7 teachers, their 160 fifths grade students, and researchers (authors). Teachers and researchers participated as partners in all collaborative activities during the period of 12 weeks. All teachers assisted by the researcher (first author) who serves as a teacher at the same school, were involved in implementing the reciprocal teaching method (RTM) in math classes. They examined each step of the implementation of this method in order to investigate whether it has an impact on student achievement in solving mathematical word problems. Teachers observed the work of students in their classes, whereas in the joint meetings they discussed occasional ambiguities as well as issues that were most challenging for them and their students. The results showed that there was a significant improvement of the students’ results in the post-test of the mathematical word problems. The analysis of teachers' reflections highlights the benefits of collaboration within the PAR project, both for students and teachers. The study suggests that the PAR model can be used effectively within school settings as a research model, and as a pedagogical practice.</p>

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“…• Reading fluency -Reading fluency was defined as the ability of readers to read words in text automatically, and without effort, with a meaningful expression that enhances the meaning of the text (Rasinksi, 2010) Schmedt et al, 2010;Glenberg et al, 2012;Hecht et al, 2001;Korhonen & Linnanmaki, 2012;Pimperton & Nation, 2010), the co-occurrence of reading and mathematical learning disabilities (Ashraf & Najam, 2020;Compton et al, 2011;Dirks et al, 2008;Landerl & Moll, 2010), and reading support for mathematical problem-solving (Can, 2020;Fuchs et al, 2017;Kurshumlia and Vula, 2019). Some of the research discussed included a study on improving reading to improve math by Glenberg et al (2012), the relationship of mathematical understanding to word decoding and comprehension by Harlaar et al (2012) and examined the link between reading disability and mathematical disability by Pimperton and Nation (2010).…”

Section: )mentioning

confidence: 99%

The Impact of Reading Intervention on Student Achievement in Mathematics

Farnsworth

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With high stakes testing in public schools, pressure for success prompts schools to implement intervention programs for reading and mathematics, often at the expense of extra-curricular and elective activities. Previous literature indicated a correlation between reading comprehension and mathematical understanding. This study examined the specific intervention programs being utilized by two rural Texas school districts and the impact these programs had on student mathematic scores as measured by the State of Texas Assessment of Academic Readiness (STAAR). STAAR scores and student Response to Intervention (RtI) status were collected and identified over a five-year period for students Grades 3-7. Difference in scores for RtI and non-RtI and growth over time were examined using independent sample t-tests and one-way ANOVAs, respectively. Contrary to previous research, no significant impact was found on student math scores as a result of the reading enrichment programs utilized by the districts in the study. Results suggest current reading enrichment programs may not be the most effective for closing the achievement gap in mathematics and emphasized a need for further research to identify specific reading enrichment programs that could impact both reading and mathematics scores to increase both efficacy and efficiency of district intervention programs.

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The Impact of Reading Comprehension on Mathematics Word Problem Solving

Cited by 6 publications

References 5 publications

Applying Problem Solving Approach in Teaching Addition and Subtraction Word Problems in Diverse Grade 3 Classrooms

Applying Problem Solving Approach in Teaching Addition and Subtraction Word Problems in Diverse Grade 3 Classrooms

Using Reciprocal Teaching for Improving Students’ Skills in Mathematical Word Problem Solving - A Project of Participatory Action Research

The Impact of Reading Intervention on Student Achievement in Mathematics

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