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That's Not Math! An Examination of the Role of Reading Comprehension in Mathematics Word Problem Solving /

Record Type:	Electronic resources : Monograph/item
Title/Author:	That's Not Math! An Examination of the Role of Reading Comprehension in Mathematics Word Problem Solving // Aishwarya Nair.
Author:	Nair, Aishwarya,
Description:	1 electronic resource (200 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
Contained By:	Dissertations Abstracts International84-02B.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29274156
ISBN:	9798841566847

That's Not Math! An Examination of the Role of Reading Comprehension in Mathematics Word Problem Solving /
Nair, Aishwarya,

That's Not Math! An Examination of the Role of Reading Comprehension in Mathematics Word Problem Solving /Aishwarya Nair. - 1 electronic resource (200 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: B.

Reading comprehension plays a particularly complex role in mathematics education. Word problems have emerged as a prevalent form of knowledge assessment within the mathematics curriculum. This places a significant emphasis on reading in a contextual form, which begs the question- Is math ability influenced by reading comprehension, and what are some underlying factors across reading and math that contribute to math problem-solving? The current thesis explores these themes in two ways- examining problem-solving profiles of students based on reading and arithmetic performance and employing these findings to design and implement an effective intervention for problem-solving in mathematics.The first study examines the hypotheses that fluent readers and strong comprehenders will exhibit better performance on math word problems, irrespective of their arithmetic abilities. Data were collected on standardized reading, math measures, and WASI-II Matrix Reasoning from 72 students across grades four (n = 39; 18 females) and five (n = 35; 17 females). Results identified two components of reading (Fluency, Comprehension) and three components of Math (Numeracy, Spatial Reasoning, Applied Problem Solving) as unique indicators of these domains using Principal Component Analysis (PCA). Subsequent regression analysis indicated a significant effect for the PCA components model, F (6, 65) = 4.23, p < .001, R2 = .358, where nonverbal intelligence was not as strong a predictor of problem-solving as reading and math components. Individual variability was examined using a cluster analysis, which identified four clusters containing skilled (n = 18), average (n = 20), struggling (n = 21), and poor (n = 13) problem solvers. Together, the regression and cluster analysis indicated that reading ability, and not numeracy or spatial ability alone, meaningfully differentiated between good and poor math problem solvers.Given the significant role of reading comprehension in math problem-solving, we examined whether a mathematically enhanced reading intervention could be leveraged to improve performance on math word problems as compared to general reading intervention. Six students (age range 9.1-11.0 years, M = 10.2 years, 3 females) from grades four and five were selected for the online single-case experimental design (SCED) study targeting math word problem comprehension using reading principles. A detailed visual analysis of data suggested that a contextually enhanced reading intervention called Math Contextual Reading and Problem Solving (Math CORPS) led to greater gains in performance on mathematical word problems than a standard best practice reading program. Effect size investigations using the Baseline Corrected Tau method reveal moderate to large effects of the treatment (ES ranging from .643 to .743) on word problem-solving.These results together may suggest that poor performance in math word problems is indicative of a contextual reading deficit rather than a general reading deficit or a numerical deficit and has the potential to inform and influence math pedagogy.

English

ISBN: 9798841566847Subjects--Topical Terms:

641129
Mathematics education.

That's Not Math! An Examination of the Role of Reading Comprehension in Mathematics Word Problem Solving /
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500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: B.
500 $a Advisors: Dube, Adam.
502 $b Ph.D. $c McGill University (Canada) $d 2021.
520 $a Reading comprehension plays a particularly complex role in mathematics education. Word problems have emerged as a prevalent form of knowledge assessment within the mathematics curriculum. This places a significant emphasis on reading in a contextual form, which begs the question- Is math ability influenced by reading comprehension, and what are some underlying factors across reading and math that contribute to math problem-solving? The current thesis explores these themes in two ways- examining problem-solving profiles of students based on reading and arithmetic performance and employing these findings to design and implement an effective intervention for problem-solving in mathematics.The first study examines the hypotheses that fluent readers and strong comprehenders will exhibit better performance on math word problems, irrespective of their arithmetic abilities. Data were collected on standardized reading, math measures, and WASI-II Matrix Reasoning from 72 students across grades four (n = 39; 18 females) and five (n = 35; 17 females). Results identified two components of reading (Fluency, Comprehension) and three components of Math (Numeracy, Spatial Reasoning, Applied Problem Solving) as unique indicators of these domains using Principal Component Analysis (PCA). Subsequent regression analysis indicated a significant effect for the PCA components model, F (6, 65) = 4.23, p < .001, R2 = .358, where nonverbal intelligence was not as strong a predictor of problem-solving as reading and math components. Individual variability was examined using a cluster analysis, which identified four clusters containing skilled (n = 18), average (n = 20), struggling (n = 21), and poor (n = 13) problem solvers. Together, the regression and cluster analysis indicated that reading ability, and not numeracy or spatial ability alone, meaningfully differentiated between good and poor math problem solvers.Given the significant role of reading comprehension in math problem-solving, we examined whether a mathematically enhanced reading intervention could be leveraged to improve performance on math word problems as compared to general reading intervention. Six students (age range 9.1-11.0 years, M = 10.2 years, 3 females) from grades four and five were selected for the online single-case experimental design (SCED) study targeting math word problem comprehension using reading principles. A detailed visual analysis of data suggested that a contextually enhanced reading intervention called Math Contextual Reading and Problem Solving (Math CORPS) led to greater gains in performance on mathematical word problems than a standard best practice reading program. Effect size investigations using the Baseline Corrected Tau method reveal moderate to large effects of the treatment (ES ranging from .643 to .743) on word problem-solving.These results together may suggest that poor performance in math word problems is indicative of a contextual reading deficit rather than a general reading deficit or a numerical deficit and has the potential to inform and influence math pedagogy.
520 $a La comprehension de la lecture joue un role particulierement complexe dans l'enseignement des mathematiques. Les problemes ecrits sont apparus comme une forme repandue d'evaluation des connaissances dans le programme de mathematiques. Un tel accent mis sur la lecture sous une forme contextuelle pose les questions suivant - La capacite mathematique est-elle influencee par la comprehension de la lecture et quels sont les facteurs sous-jacents a travers la lecture et les mathematiques qui contribuent a la resolution de problemes ecrits? La these actuelle explore ces themes de deux facons: examiner les profils de resolution de problemes des eleves en fonction de la lecture et de la performance arithmetique et utiliser ces resultats pour concevoir et mettre en oeuvre une intervention efficace pour la resolution de problemes ecrits.La premiere etude examine les hypotheses selon lesquelles les personnes qui lisent couramment fluides et celles qui comprennent bien presenteront de meilleures performances sur les problemes ecrits, independamment de leurs capacites arithmetiques. Les donnees recueillies sur la lecture normalisee, les mesures mathematiques et le raisonnement matriciel WASI-II aupres de 72 eleves de quatrieme annee (n = 39; 18 femmes) et de cinquieme annee (n=35; 17 femmes) ont identifie deux composantes de la lecture (competence, comprehension) et trois composantes des mathematiques (numeratie, raisonnement spatial, resolution de problemes appliquees) comme indicateurs uniques de ces domaines a l'aide de l'analyse des composantes principales (PFA). L'analyse de regression subsequente a indique un effet significatif pour le modele de composants PFA, F (6, 65) = 4,23, p < ,001, R2 = 0,358, ou l'intelligence non verbale n'etait pas un facteur predictif aussi fort de la resolution de problemes que les composantes de lecture et de mathematiques. La variabilite individuelle a ete examinee a l'aide d'une analyse de groupage, qui a permis d'identifier quatre grappes contenant des solveurs de problemes qualifies (n = 18), moyens (n = 20), en difficultes (n = 21) et mauvais (n = 13). Ensemble, la regression et l'analyse en grappes ont indique que la capacite de lecture, et non la numeratie ou la capacite spatiale seule, differenciait de facon significative entre les bons et les mauvais solveurs de problemes mathematiques.Compte tenu du role important de la comprehension de la lecture dans la resolution de problemes mathematiques, nous avons examine si une intervention de lecture mathematiquement amelioree pourrait etre mise a profit pour ameliorer la performance sur les problemes ecrits par rapport a l'intervention generale en lecture. Six eleves (tranche d'age de 9,1 a 11,0 ans, M = 10,2 ans, 3 femmes) de la quatrieme et de la cinquieme annee ont ete selectionnes pour l'etude en ligne de conception experimentale a cas unique (SCED) ciblant la comprehension des problemes ecrits a l'aide de principes de lecture. Une analyse visuelle detaillee des donnees suggere qu'une intervention de lecture amelioree sur le plan contextuel appelee « Math Contextual Reading and Problem Solving (Math CORPS) » a permis de faire des gains de rendement plus importants sur les problemes ecrits qu'un programme standard de lecture des meilleures pratiques.
546 $a English
590 $a School code: 0781
650 4 $a Mathematics education. $3 641129
650 4 $a Reading comprehension. $3 519378
650 4 $a Coding theory. $3 532585
650 4 $a Mathematical problems. $3 3680544
650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Cognitive psychology. $3 523881
650 4 $a Education. $3 516579
650 4 $a Mathematics. $3 515831
650 4 $a Psychology. $3 519075
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710 2 $a McGill University (Canada). $e degree granting institution. $3 3759190
720 1 $a Dube, Adam $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 84-02B.
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791 $a Ph.D.
792 $a 2021
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