The influence of reading comprehension on solving mathematical word problems: A situation model approach

Abstract

Tasks presenting mathematical information as text, known as word problems, are one of the key components in the teaching of mathematics in primary school. Still, they are also one of the most difficult ones. Studies have revealed that word problems are solved up to 30% less successfully than tasks in numerical notation (Duarte et al., 2011). This discrepancy indicates that besides mathematical competence aspects of language play a significant role in the processing of word problems as well (Duarte et al., 2011; Gürsoy, 2016; Heinze et al., 2011; Prediger et al., 2015; Verschaffel et al., 2000). In order to solve a word problem, students not only need to perform the necessary mathematical operations, they also need to understand the text of the task. There are two intertwining factors central to understanding the text of a word problem: the task text itself and the problem solver’s individual reading competence. Both can cause difficulties. In recent years, increasing attention has been paid to the task text and its linguistic characteristics that are considered to challenge the processing of the task, such as academic language (Abedi & Lord, 2001; Gürsoy, 2016; Haag et al., 2015; Martinello, 2008; Prediger et al., 2015). However, there have only been a few studies that focus on reading skills as a factor in explaining students’ difficulties in dealing with word problems. Since reading and understanding the text of a task are fundamental for solving word problems, it can be assumed that, in addition to the linguistic characteristics of the task text itself, reading competence also has an important influence on the solution process. Hence, the present study examines the impact of reader characteristics on the handling of word problems in primary school and explores aspects of reading competence that may be relevant for their solution. Putting mathematical content and processes aside, word problems are primarily texts that have to be read and understood. In addition to the mathematical perspective on solving word problems (Section 2), the reading process is therefore examined from a cognitive-psychological perspective to transfer relevant conclusions to mathematics (Section 3). This may lead to important conclusions on ways of promoting