Philippine E-Journals

Home ⇛ uic research journal ⇛ vol. 21 no. 2 (2015), reading comprehension and mathematical problem solving skills of university of the immaculate conception freshmen students.

Lolly Jean C. Simbulas | Beverly T. Regidor | Robelyn Catulpos

Students have difficulty solving mathematical problems. They have a hard time translating the problem into equation which resulted to their low grades. Thus, this study investigates the influence of the reading comprehension and problem solving skills of 115 first year students. The study made use of researcher-made questionnaires in reading comprehension and problem solving skills. Moreover, Pearson – Product Moment Correlation and Linear Regression were used as statistical tools. The results of the study revealed that the level of reading comprehension and problem solving of the students was average. And significance of relationship exists between reading comprehension and problem solving skills. This implies the importance of students needs to understand the problem before they can solve it. Furthermore, the best predictor to problem solving skills of the students was vocabulary.

mathematics problem solving skill and reading comprehension in the philippines

Share Article:

mathematics problem solving skill and reading comprehension in the philippines

ISSN 1656-0604 (Print)

  • Citation Generator
  • ">Indexing metadata
  • Print version

logo

Copyright © 2024  KITE E-Learning Solutions |   Exclusively distributed by CE-Logic | Terms and Conditions

mathematics problem solving skill and reading comprehension in the philippines

Advertisement

Advertisement

Mathematical Reading: Investigating the Reading Comprehension Strategies Implemented by Middle School Students

  • Published: 14 May 2022
  • Volume 20 , pages 187–213, ( 2022 )

Cite this article

  • Gregory Beaudine   ORCID: orcid.org/0000-0001-7223-1412 1  

726 Accesses

2 Citations

1 Altmetric

Explore all metrics

Mathematical literacy is a keystone of contemporary mathematics education research. We collectively, thoroughly explore this set of literacy practices from the perspectives of mathematical writing and mathematical discussion. Mathematical literacy practices, of course, include a third component—reading—which takes a number of forms. This document explores the mathematical reading processes of 22 middle school students, identifying the strategies most and least used by these students, and the ways in which strategy implementation aids their reading process. From this study, we can begin to identify how this knowledge can be used by teachers, curriculum designers, and educational researchers in an effort to aid their students.

This is a preview of subscription content, log in via an institution to check access.

Access this article

We’re sorry, something doesn't seem to be working properly.

Please try refreshing the page. If that doesn't work, please contact support so we can address the problem.

Institutional subscriptions

mathematics problem solving skill and reading comprehension in the philippines

Adams, A. E., Pegg, J. & Case, M. (2015). Anticipation guides: reading for mathematics understanding. Mathematics Teacher, 108 (7), 498–504. https://doi.org/10.5951/mathteacher.108.7.0498

Article   Google Scholar  

Adams, T. L. (2003). Reading mathematics: More than words can say. The Reading Teacher, 56 (8), 786–795.

Google Scholar  

Afflerbach, P., Pearson, P. D. & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61 (5), 364–373. https://doi.org/10.1598/RT.61.5.1

Armstrong, A., Ming, K. & Helf, S. (2018). Content area literacy in the mathematics classroom. The Clearing House: a Journal of Educational Strategies, Issues and Ideas, 91 (2), 85–95. https://doi.org/10.1080/00098655.2017.1411131

Beaudine, G. (2018). From mathematical reading to mathematical literacy. Mathematics Teaching in the Middle School, 23 (6), 318–323. https://doi.org/10.5951/mathteacmiddscho.23.6.0318

Beaudine, G. (2019). Reading and math go side-by-side: Students explore the complexities between two core disciplines. In S. Otten, A. G. Candela, Z. de Araujo, C. Haines & C. Munter. (Eds). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education . University of Missouri.

Beaudine, G. (2020). Reading to learn mathematics: Exploring reading strategy implementations of middle school students through their reading of mathematical texts [Doctoral dissertation]. Michigan State University. ProQuest Dissertations Publishing.

Bergeson, K. T. & Rosheim, K. (2018). Literacy, equity, and the employment of iPads in the classroom: A comparison of secure and developing readers. International Journal of Education in Mathematics, Science and Technology, 6 (2), 173–181.

Brozo, W. G. & Crain, S. (2018). Writing in math: A disciplinary literacy approach. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91 (1), 7–13. https://doi.org/10.1080/00098655.2017.1342435

Brozo, W. G., Moorman, G., Meyer, C. & Stewart, T. (2013). Content area reading and disciplinary literacy: A case for the radical center. Journal of Adolescent & Adult Literacy, 56 (5), 353–357. https://doi.org/10.1002/JAAL.153

Byrd, C. E., McNeil, N. M., Chesney, D. L. & Matthews, P. G. (2015). A specific misconception of the equal sign acts as a barrier to children’s learning of early algebra. Learning and Individual Differences, 38, 61–67. https://doi.org/10.1016/j.lindif.2015.01.001

Chen, C. & Chiu, C. (2016). Collaboration scripts for enhancing metacognitive self-regulation and mathematics literacy. International Journal of Science and Mathematics Education, 14 (2), 263–280. https://doi.org/10.1007/s10763-015-9681-y

Common Core State Standards Initiative [CCSSI] (2020). Common core state standards initiative: Preparing America’s students for success. corestandards.org.

Doerr, H. M. & Temple, C. (2016). It’s a different kind of reading: Two middle-grade teachers’ evolving perspectives on reading in mathematics. Journal of Literacy Research, 48 (1), 5–38. https://doi.org/10.1177/1086296X16637180

Firdaus, F. M., Wahyudin & Herman, T. (2017). Improving primary students’ mathematical literacy through problem based learning and direct instruction. Educational Research and Reviews, 12 (4), 212–219.

Florida State Legislature (2016). The 2016 Florida statutes (1008.25). Tallahassee, FL. http://www.leg.state.fl.us/Statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1008/Sections/1008.25.html

Forseman, S. (2017). enVision math 2.0, student edition, grade 7 (Vol. 1). Pearson.

Fuchs, L. S., Fuchs, D., Hosp, M. K. & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: a theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5 (3), 239–256. https://doi.org/10.1207/S1532799XSSR0503_3

Fuentes, P. (1998). Reading comprehension in mathematics. The Clearing House: a Journal of Educational Strategies, Issues and Ideas, 72 (2), 81–88. https://doi.org/10.1080/00098659809599602

Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the challenge zone . Heinemann.

Ginsburg, H. (1997). Entering the child’s mind: The clinical interview in psychological research and practice. Cambridge University Press . https://doi.org/10.1017/CBO9780511527777

Harkness, S. S. & Brass, A. (2017). How preservice teachers make meaning of mathematics methods texts. International Journal for the Scholarship of Teaching and Learning, 11 (2), Article 17. https://doi.org/10.20429/ijsotl.2017.110217

Herbel-Eisenmann, B., Johnson, K. R., Otten, S., Cirillo, M. & Steele, M. D. (2015). Mapping talk about the mathematics register in a secondary mathematics teacher study group. Journal of Mathematical Behavior, 40, 29–42. https://doi.org/10.1016/j.jmathb.2014.09.003

Hilden, K. & Pressley, M. (2011). Verbal protocols of reading. In N. K. Duke & M. H. Mallette (Eds.), Literacy research methodologies (2nd ed., pp. 427–440). Guilford.

Hildreth, G. H. (1947). Learning the three R’s (2nd ed.). Educational Publishers.

Hillman, A. M. (2014). A literature review on disciplinary literacy: How do secondary teachers apprentice students into mathematical literacy?  Journal of Adolescent & Adult Literacy, 57 (5), 397–406. https://doi.org/10.1002/jaal.256

Kirby, S. N. (2003). Developing an R&D program to improve reading comprehension . RAND Corporation. https://www.rand.org/pubs/research_briefs/RB8024.html

Michigan Education Agency (2017). Learn what’s in the new third grade reading law. https://mea.org/learn-whats-in-the-new-third-grade-reading-law/

Molina, C (2012). The problem with math is English: A language-focused approach to helping all students develop a deeper understanding of mathematics . John Wiley & Sons.

Moschkovich, J. & Zahner, W. (2018). Using the academic literacy in mathematics framework to uncover multiple aspects of activity during peer mathematical discussions. ZDM – Mathematics Education, 50 (6), 999–1011. http://doi.org/10.1007/s11858-018-0982-9

National Council of Teachers of English [NCTE] (2005). Position statements: Multimodal literacies. Author. https://ncte.org/statement/multimodalliteracies/

Organisation for Economic Co-operation and Development [OECD] (2013). PISA 2012 assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy . Author.

Pearson, P. D. & Cervetti, G. N. (2015). Fifty years of reading comprehension theory and practice. In P. D. Pearson & E. H. Hiebert (Eds.), Research-based practices for teaching Common Core literacy (pp. 1–24). Teachers College Press.

Penn State Learning (2020). Test taking tips . PennState Undergraduate Education. https://pennstatelearning.psu.edu/test-taking-tips

Powell, S. R. & Fuchs, L. S. (2014). Does early algebraic reasoning differ as a function of students’ difficulty with calculations versus word problems? Learning Disabilities Research & Practice, 29 (3), 106–116. https://doi.org/10.1111/ldrp.12037

Pressley, M. & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading . Lawrence Erlbaum Associates.

Purcell-Gates, V., Duke, N. K. & Martineau, J. A. (2007). Learning to read and write genre-specific text: roles of authentic experience and explicit teaching. Reading Research Quarterly, 42 (1), 8–45. https://doi.org/10.1598/RRQ.42.1.1

Shanahan, C. & Shanahan, T. (2014). Does disciplinary literacy have a place in elementary school? The Reading Teacher, 67 (8), 636–639. https://doi.org/10.1002/trtr.1257

Shanahan, C., Shanahan, T. & Misischia, C. (2011). Analysis of expert readers in three disciplines: History, mathematics, and chemistry. Journal of Literacy Research, 43 (4), 393–429. https://doi.org/10.1177/1086296X11424071

Shepherd, M. D. & van de Sande, C. C. (2014). Reading mathematics for understanding—From novice to expert. The Journal of Mathematical Behavior, 35, 74–86. https://doi.org/10.1016/j.jmathb.2014.06.003

Sigley, R. & Wilkinson, L. C. (2015). Ariel’s cycles of problem solving: an adolescent acquires the mathematics register. Journal of Mathematical Behavior, 40, 75–87. https://doi.org/10.1016/j.jmathb.2015.03.001

Snow, C. (2002). Reading for understanding: toward an R&D program in reading comprehension . RAND Corporation. https://www.rand.org/pubs/monograph_reports/MR1465.html

Temple, C. & Doerr, H. M. (2018). How do teachers develop and enact a disciplinary view of literacy in mathematics? Journal of Adolescent & Adult Literacy, 61 (5), 483–488. https://doi.org/10.1002/jaal.664

Texas Education Agency (2016). Grade-level retention and student performance in Texas public schools, 2014–15 (Document No. GE17 601 09).  http://tea.texas.gov/acctres/retention_student_performance_2014-15.pdf

Todd, J. (2020, February 20). Sadlier’s math blog: math test-taking strategies for elementary students . Sadlier School. https://www.sadlier.com/school/sadlier-math-blog/math-test-taking-strategies-for-elementary-students-math-multiple-choice-test-taking-strategies

United States Department of Education [USDE] (n.d.a). No child left behind: Elementary and Secondary Education Act (ESEA). https://www2.ed.gov/nclb/landing.jhtml

United States Department of Education [USDE] (n.d.b). Every Student Succeeds Act (ESSA). https://www.ed.gov/essa?src=rn

Zheng, B., Arada, K., Niiya, M. & Warschauer, M. (2014). One-to-one laptops in K-12 classrooms: Voices of students. Pedagogies: An International Journal, 9 (4), 279–299. https://doi.org/10.1080/1554480X.2014.955499

Download references

Author information

Authors and affiliations.

University of Iowa, Iowa City, IA, USA

Gregory Beaudine

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Gregory Beaudine .

Appendix 1 – Three-page reading passage from enVision Mathematics Gr. 7.

figure a

Rights and permissions

Reprints and permissions

About this article

Beaudine, G. Mathematical Reading: Investigating the Reading Comprehension Strategies Implemented by Middle School Students. Int J of Sci and Math Educ 20 (Suppl 1), 187–213 (2022). https://doi.org/10.1007/s10763-022-10287-1

Download citation

Received : 02 July 2021

Accepted : 25 April 2022

Published : 14 May 2022

Issue Date : November 2022

DOI : https://doi.org/10.1007/s10763-022-10287-1

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

  • Mathematical literacy
  • Mathematical reading
  • Middle grades
  • Skills and strategies
  • Find a journal
  • Publish with us
  • Track your research

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

  • We're Hiring!
  • Help Center

paper cover thumbnail

The Impact of Reading Comprehension on Mathematics Word Problem Solving

Profile image of Eda Vula

2019, Education and New Developments 2019

Word problem constitutes an important part of the mathematics curriculum of the elementary school. Different studies have argued that the understanding of the problem is the most difficult part for students, because of the lack of understanding of the ‘keywords’ used in the problem contexts. Thus, because the process of word problem solving is related to reading comprehension, as a most important factor in this study it was examined the impact of reading comprehension for improving student’s skills for mathematics word problem-solving. Participants in the study were fifty-fourth-grade students and their teachers. The methodology of the study is the collaborative action research. The researchers (authors) have worked together with two class teachers and have used the Reciprocal Teaching method as an intervention for eight weeks aimed to improve the student's skills for reading comprehension. The Reciprocal Teaching method includes prediction, clarifying, questioning and summarizi...

Related Papers

Psychology and Education: A Multidisciplinary Journal

Psychology and Education , Sidang Hapon

The main purpose of this research was to assess the Comprehension and Reading ability and to determine the significant correlation between Reading Comprehension level of learners and their ability to solve Mathematical word Problems. This study employed Descriptive Quantitative Correlational Study. The respondents of the study were ninety-two (92) Grade 4 learners of Western Mindanao State University-Integrated Laboratory School enrolled in school year 2022-2023. This study adopted the Philippine Informal Reading Inventory (Phil-IRI) assessment tool and DepEd Numeracy Assessment Tool (D-NumAT) to measure the reading comprehension and Mathematical Ability respectively. The findings indicated that majority of the Grade 4 learners in Reading Comprehension Level are classified under Frustration Level, some of the learners are classified under Instructional Level, and very few are classified under independent level. As for Mathematical Performance Level, majority of the Grade 4 learners are under non-Numerates level, and some are classified under Low level. This study revealed that the overall Reading Comprehension skill of the learners has negligible correlation to the learners Mathematical Performance in Solving Word Problems. Hence, Reading Comprehension can be a significant factor affecting students' mathematical performance specifically in solving word problems.

mathematics problem solving skill and reading comprehension in the philippines

URAISD-2023 Conference

Dennis R . Nimely, Jr. , Florence Nyamu

The performance of learners in Mathematics is a concern among educators and researchers globally. Research has documented various factors that positively or negatively influence performance. The purpose of this study was to investigate the relationship between learners’ reading comprehension and arithmetic skills in solving word-problems. The objective was to establish the relationship between learners’ reading comprehension and arithmetic skills, and solving word-problems. The researchers used the descriptive and correlational design. The target population was 5183 Form II learners in secondary schools in Naivasha sub-County, Nakuru County, Kenya. Purposive sampling was used to select Form II as the class level. Stratified random sampling was used to select a sample of 328 respondents, 318 Form II learners and 10 Mathematics teachers. Questionnaires for teachers and learners, Text Comprehension Skills Test and Arithmetic Skills Test, were used to collect data. Statistical Package for Social Sciences (SPSS) version 26 and Microsoft Excel 365 were used for analysis. Findings were presented in tables and charts. Only 23.3% of the learners attained the 50% benchmark in the Text Comprehension Skills Test (TCST) and 40.6% attained the 50% benchmark in Arithmetic Skills Test (AST). The findings showed a moderate positive correlation between learners’ reading comprehension and arithmetic skills and solving word-problems with a statistical significance at r = .613 and p < .001. The findings are significant and imply that inculcating reading comprehension and arithmetic skills in the curriculum for Mathematics, may improve learners’ performance in solving word-problems.

Mehmet Akif Ocak

Educational Psychology

Kaisa Aunola

Frontiers in psychology

Menno van der Schoot

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded tha...

Albania International Conference on Education 1st Albania International Conference on Education

CERN European Organization for Nuclear Research - Zenodo

Melodina de la Cruz

AJHSSR Journal

The purpose of this study was to determine the relationship between the extent of students" reading comprehension and problem solving skills and identify teaching strategies that would address the problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test and problem solving test while random sampling was used in identifying participants for the key informant interview. The result of the study revealed that students reading comprehension and problem solving skills were at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This means that students" problem solving skill is dependent on their reading skills. Results also showed from the conducted focus group discussion that students gave importance to vocabulary and main idea in learning problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to understand problem solving.

University of St. Lasalle

Melalyn Parales

The purpose of the study was to determine the level of reading comprehension and problem solving skills of the Grade VI pupils of Basak Elementary School enrolled school year 2018-2019.The research design used was descriptive – correlational to determine the relationship between reading comprehension and problem solving skills. Participants were determined through G*Power which resulted to 44 (88%) participants. Stratified sampling was utilized to determine the number of participants in each section. The researcher employed questionnaires that determine the level of reading comprehension and problem solving skills of the participants. The results revealed that there is a significant relationship between reading comprehension and problem solving skills. Majority of the participant were female and in section one. Female outperformed male in both reading comprehension and problem solving skills due to local tradition, enthusiasm and willingness. Results exhibit that there is a relationship between reading comprehension and problem-solving skills at .098 significant level.

International Journal of Scientific and Research Publications (IJSRP)

Girley Mingke

RELATED PAPERS

Acta Limnologica Brasiliensia

Marlene Arcifa , Andre Esguicero

Eng-Ibrahem Mohmed

The Astrophysical Journal

Vito Conforti

Anales del sistema sanitario de Navarra

Antonio Daponte Codina

ميريت الثقافية

Hatem Elgoharey

Sự tương đồng và khác biệt giữa tâm lý trị liệu phương Tây và tâm lý trị liệu Phật giáo,

CHƠN TRÍ CƯỜNG

Journal of Exercise Science & Physiotherapy

Tariku Assefa

Jose García

International Journal of Power and Energy Conversion

amrita sinha

Journal of Agricultural and Food Chemistry

Gordon Murdoch

Revista Universo Contábil

Octavio de Mendonça

Ústecký sborník historický

Michal Vokurka

Journal of the American Chemical Society

Ignacio Rivero

Carl McKeating

Mauricio F . Landaeta

Journal of Medical Engineering & Technology

Lars Walløe

Frontiers in Public Health

neda soveid

Intensive and Critical Care Nursing

Nicola Fouche

Revista Katálysis

Célia Vendramini

Altamir Dutra

jhjhgf jhytfg

  •   We're Hiring!
  •   Help Center
  • Find new research papers in:
  • Health Sciences
  • Earth Sciences
  • Cognitive Science
  • Mathematics
  • Computer Science
  • Academia ©2024
  • Virtual Learning

Reading Ranch Tutorial Centers

Reading Comprehension and Math Word Problems: Enhancing Problem-Solving Skills

Reading comprehension and math word problems are two key components of a solid educational foundation. Many students often face challenges when understanding complex texts and solving word problems. This article explores the relationship between reading comprehension and math word problems and how students can develop efficient strategies to excel in both areas.

mathematics problem solving skill and reading comprehension in the philippines

Understanding the basics of reading comprehension is crucial for learners, as it equips them with the necessary skills to decipher meaning from age-appropriate texts. Similarly, when solving mathematical word problems, students must utilize their comprehension abilities to interpret and extract relevant information from the problem. By applying reading comprehension strategies to word problems, learners can boost their problem-solving skills and excel in subjects that require textual analysis.

Bridging the gap between reading comprehension and word problem-solving is achievable by equipping students with the right tools and techniques. Students can benefit from learning strategies that can be applied across different subjects, ensuring a well-rounded education. The following sections of the article offer valuable insights into using these strategies and commonly asked questions.

Key Takeaways

Strengthening reading comprehension skills supports success in math word problems.

Application of comprehension strategies improves problem-solving across various subjects.

Learners should focus on versatile techniques for a well-rounded education.

Understanding the Basics of Reading Comprehension

Reading comprehension is a critical skill for all students, as it enables them to grasp the meaning and significance of text. Students can develop their reading comprehension by focusing on accuracy, understanding the context, and applying the acquired information.

In the context of reading comprehension, accuracy refers to the ability of students to read words and sentences correctly. It is essential for students to have a solid foundation in phonics and vocabulary in order to improve their reading accuracy. To achieve this, they can frequently practice reading texts that are appropriate to their level and gradually increase the difficulty as they gain confidence.

The next aspect of reading comprehension is understanding the context in which a text is written. This requires the students to comprehend the meaning of individual words and phrases and their relationships within the text. To enhance their contextual understanding, students should learn to identify the main ideas, supporting details, and implicit information present in a text.

Additionally, students should consciously try to apply the information they have comprehended. This can be achieved by summarizing, discussing, or even responding to questions related to the text. By actively engaging with the material, students are more likely to retain the information and improve their overall reading comprehension.

Providing students with various types of texts, such as fiction, non-fiction, and poetry, can help them enhance their comprehension skills. Exposure to different genres allows them to encounter diverse language styles, themes, and structures, which in turn contributes to the development of their cognitive abilities.

Reading comprehension is an essential skill that not only improves a student’s academic performance but also contributes to their overall development. With continued practice, patience, and effort, students are capable of enhancing their comprehension skills, enabling them to better understand and appreciate the world around them.

Understanding Word Problems

Mathematics in word problems.

Word problems are essential in mathematics, as they present real-life situations where math is required to find a solution. They involve various mathematical operations, such as addition, subtraction, multiplication, and division. Geometry word problems may also include concepts like area, volume, or angle measures. Solving these problems is crucial for developing a deeper understanding of mathematical concepts and enhancing problem-solving skills.

Relevance of Word Problems

Math word problems are highly relevant in daily life as well as in various professions. They help students develop critical thinking and decision-making abilities. In subjects like science, engineering, and finance, mathematical word problems often serve as the foundation for complex problem-solving tasks. Thus, mastering word problems is critical for success in both academic and professional settings.

Challenges in Word Problems

Solving word problems can be challenging for multiple reasons:.

  • Language Processing: Students must first understand the problem’s context, which sometimes requires them to process challenging vocabulary or complex sentence structures.
  • Identifying Operations: Once the problem is understood, students need to identify the appropriate mathematical operation(s) (add, subtract, multiply, divide) and apply them to the given numbers.
  • Working with Fractions: Dividing fractions and solving problems that involve fractions can be particularly tricky for some learners.
  • Decoding: Translation of a problem from words to mathematical notation may be an obstacle for certain students.

Despite the challenges, learning to solve mathematical word problems is essential in developing mathematical literacy and problem-solving abilities. By practicing and mastering various types of word problems, students can build confidence in their mathematical skills and apply them in real-life situations.

Strategies to Solve Word Problems Identifying Key Words

To effectively solve mathematical word problems, it is important to identify key words within the text. These words often indicate the operation to perform or provide crucial information for solving the problem. Common key words for addition include sum , total , more , and added to , while subtraction problems often include words like difference , less , fewer , and minus . Multiplication and division problems may contain key words like times , product , divided by , and quotient . Recognizing these words can help guide the problem-solving process.

Problem-Solving Framework

A structured problem-solving framework can aid in approaching these types of problems systematically. Following a simple four-step process can improve students’ ability to find solutions:

  • Understand the problem: Read the problem carefully, identifying the key information and unknowns.
  • Devise a plan: Determine the appropriate operation(s), using the key words and other contextual clues.
  • Implement the plan: Perform the necessary calculations, ensuring accuracy and understanding of each step.
  • Review the solution: Check the solution against the original problem statement to ensure it is reasonable and complete.

Applying this framework to each word problem will build confidence and increase success in problem-solving.

Using Visual and Manipulative Resources

Visual representations and manipulatives can be extremely beneficial in helping students understand and solve word problems. For example, using diagrams, tables, or number lines can help visualize the problem, making it easier to identify the necessary steps for solving.

  • Diagrams : Sketching simple diagrams can clarify relationships between values and simplify complex problems. Examples include bar models, area models, and Venn diagrams.
  • Tables : Organizing data into a table can illustrate patterns, highlight relationships, and streamline calculations.
  • Number Lines : Using a number line can help visualize addition, subtraction, multiplication, and division operations, making it easier to grasp the concept of a given problem.

Similarly, manipulatives such as counters, fraction strips, or base-ten blocks can provide a hands-on approach to understanding abstract concepts and visualizing mathematical relationships. Students can physically manipulate these tools to explore, discover, and demonstrate their understanding of the problem-solving process.

In conclusion, using strategic approaches like identifying key words, employing a problem-solving framework, and incorporating visual representations and manipulatives can greatly enhance the ability to tackle complex math word problems, ultimately leading to a more successful and enjoyable learning experience.

Reading Comprehension and Word Problem Solving in Different Subjects

Math and science.

Reading comprehension is crucial in math and science subjects, as it involves understanding complex concepts and word problems. Students must be able to interpret the information given and apply mathematical and scientific principles to solve problems accurately. This involves breaking down the problem into smaller parts, identifying key terms and variables, and selecting the appropriate formulas or methods to use.

  • Math: In math, word problems can involve a wide range of topics, such as algebra, geometry, and calculus. Students need to decipher the context, translate it into mathematical expressions, and solve for the desired variables.
  • Science: Science subjects like physics, chemistry, and biology also require reading comprehension skills. Students need to understand scientific texts, grasp experiment procedures, and analyze data presented in various formats (tables, graphs, etc.).

Narrative and Social Studies

Reading comprehension and word problem-solving skills are also essential in understanding the context and drawing accurate conclusions in narrative and social studies subjects.

  • Narrative: In literature, reading comprehension involves analyzing the plot, characters, and themes, as well as understanding the author’s purpose and perspective. Additionally, it requires deciphering figurative language, symbolism, and other literary devices.
  • Social Studies: In subjects like history and geography, students need to read and comprehend texts about different cultures, political systems, and historical events. They may need to analyze primary and secondary sources, compare different perspectives, and evaluate the reliability of the information provided.

Both math/science and narrative/social studies subjects require strong reading comprehension skills to navigate and solve word problems or understand complex concepts successfully. By honing these skills, students can improve their overall academic performance and develop a more comprehensive understanding of various topics across different disciplines.

Application of Reading Comprehension Strategies

Reading comprehension strategies are essential for understanding and solving math word problems. By applying these strategies, students can significantly improve their ability to analyze and solve complex problems.

Firstly, identifying the main idea of a problem helps students focus on the most important information. This involves recognizing the key elements of the given problem and disregarding any unnecessary details. For example, in a problem about calculating the total price of items, the main idea is to find the product of the quantity and the unit price.

Visualizing the problem is another effective strategy. By creating a mental or physical image of the problem, students can better understand the relationships between the different elements involved. This may include drawing a diagram or sketch, or even using physical objects to represent the components of the problem.

Utilizing context clues can help students infer meaning and fill in any gaps in their understanding. Context clues can come in the form of definitions, examples, or descriptions that help to clarify unfamiliar terms or concepts. This is particularly helpful for problems with complex or technical language.

Making connections to prior knowledge or experiences allows students to apply previously learned concepts to new problems. This encourages critical thinking and fosters a deeper understanding of the subject matter. When confronted with a math word problem that uses similar concepts or ideas, students can draw on their past experiences to approach the problem confidently.

Another strategy is asking questions while reading through the problem. This practices active engagement with the text and promotes comprehension. Students should pose questions to themselves, such as “What is the problem asking?” or “What information is necessary for solving this problem?”. By doing so, they are better equipped to identify important information and organize their approach in a logical manner.

 In summary, incorporating reading comprehension strategies into math word problems enables students to better decipher complex problems, recognize important information, and develop critical thinking skills. By mastering these strategies, students are well on their way to becoming confident and proficient problem solvers.

Frequently Asked Questions

What are effective strategies for solving math word problems.

To solve math word problems effectively, try the following strategies:

  • Read the problem carefully and identify critical information.
  • Visualize the problem by drawing a model or diagram.
  • Translate words into mathematical expressions or equations.
  • Determine the proper operations to apply.
  • Solve the equation step by step, continuously checking for accuracy.
  • Verify the solution by plugging it back into the original problem.

How can I improve my child's reading comprehension skills for math?

To help your child enhance their reading comprehension skills in math, consider these approaches:

  • Encourage regular reading to develop vocabulary and language skills.
  • Discuss word problems, exploring how language and math concepts are connected.
  • Practice breaking problems down into smaller, more manageable parts.
  • Teach strategies for identifying key words and phrases that signal mathematical operations.
  • Provide opportunities to practice problem-solving in a variety of contexts.

What is the impact of reading comprehension on problem-solving in mathematics?

Reading comprehension greatly impacts problem-solving in mathematics, as it enables students to understand and interpret word problems accurately. Strong reading comprehension skills allow students to identify relevant information, choose appropriate strategies, and apply mathematical concepts to arrive at the correct solution.

How can teachers support special education students with word problems?

Teachers can support special education students in tackling math word problems by:

  • Providing clear instructions and explanations.
  • Using visual aids and manipulatives to represent mathematical concepts.
  • Breaking problems down into smaller steps.
  • Encouraging students to use personal strategies, such as highlighting keywords or drawing diagrams.
  • Offering additional practice opportunities and targeted interventions as needed.

What is the correlation between reading comprehension competence and mathematical problem-solving skills?

There is a strong correlation between reading comprehension competence and mathematical problem-solving skills. Improved reading comprehension fosters better understanding of word problems and the ability to select appropriate strategies to solve them. Consequently, increased proficiency in reading comprehension contributes to enhanced math performance.

Can you provide examples of common math word problems and their solutions?

Sure, here are two examples:

  • Problem: Sarah has 12 apples, and she wants to share them equally between her and two friends. How many apples does each person get?

Solution: Divide the total number of apples (12) by the number of people (3):

12 ÷ 3 = 4.

Each person gets 4 apples.

  • Problem: A rectangular garden is 18 meters long and 4 meters wide. What is the perimeter of the garden?

Solution: Add the lengths of all sides:

(18 + 4) x 2 = 22 x 2 = 44.

The perimeter of the garden is 44 meters.

Reading Ranch Tutorial Centers

  • Why The Reading Ranch?
  • About the Director
  • General Information
  • Summer 2022 Schedule
  • Pre-6th Grade Schedules
  • Pre-K Programs

COMMENTS

  1. Reading Comprehension and Mathematics Problem Solving Proficiency of

    This paper reports the findings of a correlational analysis between the reading comprehension skills and the mathematics problem solving skills of third year Mathematics students at...

  2. "Mathematics Problem- Solving Skill and Reading Comprehension"

    This descriptive research study was conducted to determine the relationship of reading comprehension and mathematics performance of the 302 pupils at Anecito Panolino Elementary School of Division of Passi City for the school year 2014-2015.

  3. (PDF) Pupils' Reading Comprehension, Problem-Solving Skills and

    Pearson Moment Product Correlation Coefficient was employed to determine the correlation between the level of reading comprehension and the two identified variables, namely: academic...

  4. Foundational mathematics and reading skills of Filipino students over a

    In this paper, we use three rounds of a nationally representative government-run household survey to examine trends in the mastery of foundational mathematics and reading skills among grades 4-10 students between 2003 and 2019 in the Philippines. We find that not all higher-grade students master the skills that are taught by grade 3.

  5. Correlation between Reading Comprehension Skills and Students

    While reading comprehension skills were insignificantly correlated to private school students' mathematics performance, the case is different in public schools wherein three skills namely...

  6. PDF An Integrative Approach through Reading Comprehension to Enhance

    through reading comprehension as a strategy in teaching mathematics to enhance the problem-solving skills of Grade 7 students. The first phase of the study involved quasi-experimentation to determine the effect of the integration of reading comprehension skills in teaching mathematics on the problem-solving skills of the students.

  7. PDF Enhancing the Problem-Solving Skills of Selected Grade 11 Students of

    Reynaldo C. Collado Jr. [email protected]/ [email protected] Highway Hills Integrated School Department of Education Mandaluyong City, Philippines. Abstract: Problem solving is one of the major components in learning mathematics. It elicits learners' higher order and critical thinking skills.

  8. (PDF) Pupils' Reading Comprehension, Problem-Solving Skills and

    In the Philippine education system, reading, mathematics, and science formed part of the core areas of basic education curriculum. ... A validated and reliable 150-item test in reading comprehension skills, mathematics and science was used to get primary data to perform correlation and regression analysis. Findings showed that only making ...

  9. Reading Comprehension and Mathematical Problem Solving Skills of

    The study made use of researcher-made questionnaires in reading comprehension and problem solving skills. Moreover, Pearson - Product Moment Correlation and Linear Regression were used as statistical tools. The results of the study revealed that the level of reading comprehension and problem solving of the students was average.

  10. PDF Problem-Solving Performance and Skills of Prospective Elementary ...

    Additionally, teachers' problem-solving skills were held to answer the low achievement of Filipino students in mathematics. Teachers' problem-solving skills play an important role in Mathematics and have a prominent role in the Mathematics education of K-12 students [4]. Part of the twin goals of the Mathematics Curriculum

  11. PDF Reading Comprehension and Problem Solving Skills of Grade ...

    ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟ reading comprehension and problem solving skills and identify teaching strategies that would address the problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design.

  12. Filipino Students' Reading Abilities: A Note on the Challenges and

    Despite government efforts to improve literacy rates in the Philippines, recent studies have shown that many students need help with reading comprehension, vocabulary development, and...

  13. PDF Effectiveness of Peer Mentoring in Enhancing the Mathematical Problem

    problem solving is a basic learning skill. Although Filipino students believed that all word problems can be solved by simple step by step procedure and word problems are not important (Sangcap, 2010), the National Council of Teachers of Mathematics (n.d.) claims that problem solving plays a significant role in mathematics.

  14. PDF Is Reading Comprehension Associated With Mathematics Skills: a Meta

    Reading comprehension is closely related to mathematics as it is a cognitive skill that supports students' smooth understanding of mathematical concepts and problem-solving (García-Madruga et al., 2014).

  15. Mathematical Reading: Investigating the Reading Comprehension

    Mathematical literacy is a keystone of contemporary mathematics education research. We collectively, thoroughly explore this set of literacy practices from the perspectives of mathematical writing and mathematical discussion. Mathematical literacy practices, of course, include a third component—reading—which takes a number of forms. This document explores the mathematical reading processes ...

  16. The Impact of Reading Comprehension on Mathematics Word Problem Solving

    Majority of the participant were female and in section one. Female outperformed male in both reading comprehension and problem solving skills due to local tradition, enthusiasm and willingness. Results exhibit that there is a relationship between reading comprehension and problem-solving skills at .098 significant level.

  17. The acquisition of mathematics skills of Filipino children with

    In the Philippines, students have difficulty in comprehension, selecting a strategy, computing the problem, and careless solving skills (Mangulabnan, 2016).

  18. Action Research Proposal: Mathematics Problem-Solving Skill and Reading

    Problem-solving in mathematics and reading comprehension go hand in hand. Solving math problems entails the students applying two skills at the same time: reading and computing. It is a double-edged sword.

  19. The Gap between Comprehension Level and Problem-Solving Skills in

    This study was conducted to determine the degree of relationship that exists between learners' level of comprehension and solving skills on mathematical word problems of grades four to six learners in Kang-iras Elementary School. It attempted to establish a relationship between the learners' level of comprehension and solving skills. This research study employed the correlational method of ...

  20. PDF Factors Affecting the Mathematics Problem Solving Skills of ...

    Montecalvo (2000) assessed the problem solving skills and attitude in Mathematics of Grade Six pupils in Linamon District, Division of Lanao del Norte during the school year 1999-2000. Results show that majority of the pupils had average performance in problem solving skills along fractions, decimals, and percentage.

  21. Reading Comprehension and Math Word Problems: Enhancing Problem-Solving

    Reading comprehension and word problem-solving skills are also essential in understanding the context and drawing accurate conclusions in narrative and social studies subjects. Narrative: In literature, reading comprehension involves analyzing the plot, characters, and themes, as well as understanding the author's purpose and perspective.

  22. PDF Pupils' Reading Comprehension, Problem-Solving Skills and Academic

    On the reading comprehension level and academic performance, results unfolded that there is a significant correlation between reading comprehension and academic performance and this finding...

  23. Mathematics Interest and Reading Comprehension as Correlates of

    Regression analysis reinforced this, highlighting the collective substantial impact of mathematics interest and reading comprehension on students' problem-solving proficiency.This study...