The role of reading comprehension in maths achievement growth: Investigating the magnitude and mechanism of the mediating effect on maths achievement in Australian classrooms

Vista, Alvin

doi:10.1016/j.ijer.2013.06.009

Cited by 20 publications

(14 citation statements)

References 56 publications

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“…Magi [4] also states that the more complex the mathematical material is given, the less related it is to the reading comprehension ability. And this is also supported by the Vista study [1] which states that there is no linkage between reading ability and problem solving abilities and students' mathematical abilities.…”

Section: Discussionmentioning

confidence: 79%

“…Vista [1] provides different theories about the relevance of students' reading abilities to their mathematical abilities. After conducting research on 5886 students who were sitting in the 3rd to 8th grade in public schools in Victoria Australia, the results of the study show that there is no evidence of a link between students' language skills and their problem solving abilities and mathematics.…”

Section: Introduction Rme (Realistic Mathematicsmentioning

confidence: 99%

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Correlation of Students’ Reading Comprehension and Geometry Thinking Levels

Ursulasari¹,

Susanto²,

Sunardi³

et al. 2019

int.jour.sci.res.mana.

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In Mathematic, student’s reading comprehension ability can be seen in their ability to change contextual Math problems into Math models. The ability of student changing a text which contain Math problems into Math models must have connection with their ability in understanding geometry problems. Considering that rigor level, the highest level of geometry thinking ability, a deep understanding and high rigor for student to understand the text. There must be a correlation between students’ reading comprehension ability and geometry thinking levels. The subjects of this research are 31 students of 10th grade in science class. They were given van Hiele Test to check their geometry thinking levels. The result of this research shows that the result of students’ thinking level test and reading comprehension test has 0.466 as coefficient of correlation which means that there is a positive correlation between both abilities, the correlation is not strong.

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Section: Discussionmentioning

confidence: 79%

Section: Introduction Rme (Realistic Mathematicsmentioning

confidence: 99%

Correlation of Students’ Reading Comprehension and Geometry Thinking Levels

Ursulasari¹,

Susanto²,

Sunardi³

et al. 2019

int.jour.sci.res.mana.

View full text Add to dashboard Cite

show abstract

“…However, even controlling for decoding, reading comprehension and mathematics have a positive relationship (Vilenius-Tuohimaa et al 2008). The importance of reading comprehension was supported by Vista (2013), who, in a longitudinal study of Grade 3-8 Australian students, found that reading comprehension skills partially mediate the relation between problem solving ability and mathematical growth. It might be concluded that students who struggle to read will most likely also struggle to solve mathematical tasks.…”

Section: The Influence Of Reading On Mathematics Achievementmentioning

confidence: 97%

The Importance of Instructional Quality for the Relation Between Achievement in Reading and Mathematics

Nortvedt

Gustafsson

Lehre

2016

IEA Research for Education

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Students gain access to mathematical tasks through reading; consequently, low-performing readers generally perform low in mathematics. High quality instruction might help students develop comprehension strategies for reading mathematics that weakens the relationship between reading and mathematics skills. The main aim of this chapter is to investigate how instructional quality might moderate the relationship between reading and mathematics achievement. Analyzing data from 37 countries and benchmark participants who applied the same sample for TIMSS 2011 and PIRLS 2011, two different models were fitted to the data for each educational system: (1) a two-level confirmatory factor analysis (CFA) model for instructional quality and the correlation between instructional quality and reading and mathematics achievement at student and class levels, and (2) a two-level random slopes model in which the slope variation across classrooms was related to class-level instructional quality. In all educational systems, there was a strong positive correlation between reading comprehension and mathematics achievement. Further, a positive relation between instructional quality and mathematics and reading achievement was observed in a number of countries. The analysis of how instructional quality moderated the relationship between mathematics and reading was inconclusive. The influence of reading comprehension on mathematics achievement was significantly moderated by instructional quality in only six countries; nonetheless, the driving hypothesis should not be rejected.

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“…The guiding actions of the teacher are highly influential in focusing students' communication on what is relevant to the learning content. The aim is to draw their attention to the semantics of mathematical concepts and their own mathematical thinking, thereby leading to even better learning outcomes (van der Kleij et al, 2015;Vista, 2013;Wood & Kalinec, 2012).…”

Section: Wakefield Et Al (2018)mentioning

confidence: 99%

Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches

Koskinen¹,

Pitkäniemi²

2022

INT ELECT J MATH ED

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The premise on which our synthesis is based is the fragmentation of research focused on teaching and learning in mathematics. Our intention is to build an aggregate synthesis from these sources in the context of school education and meaningful learning. Our research targets the links between the different approaches used in teaching, interaction during the teaching-learning process and learning outcomes. Methodologically, our dataset consists of qualitative, quantitative, and mixed-methods studies and meta-analyses. An EBSCO search produced 69 analysis-eligible publications from 2007-2019. According to our findings, the use of contextual, concrete and social approaches promotes meaningful learning in mathematics, although with certain refinements. The analyses revealed that high-quality learning in mathematics requires guidance during student activities and evaluation with immediate feedback during the teaching-learning process. It also requires the skill among teachers to choose suitable contexts and learning tools, and to focus the students' communication on what is relevant. Additional significant factors in a meaningful learning process include an affectively favourable classroom atmosphere and teachers who treat their students as individuals.

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The role of reading comprehension in maths achievement growth: Investigating the magnitude and mechanism of the mediating effect on maths achievement in Australian classrooms

Cited by 20 publications

References 56 publications

Correlation of Students’ Reading Comprehension and Geometry Thinking Levels

Correlation of Students’ Reading Comprehension and Geometry Thinking Levels

The Importance of Instructional Quality for the Relation Between Achievement in Reading and Mathematics

Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches

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