The role of linguistic features when reading and solving mathematics tasks in different languages

Bergqvist, Ewa; Theens, Frithjof; Österholm, Magnus

doi:10.1016/j.jmathb.2018.06.009

Cited by 11 publications

(23 citation statements)

References 46 publications

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“…For instance, the effects seem to be further mediated by mathematics-specific language skills (Ufer & Bochnik, 2020) and relational processing (Boonen et al, 2013). All these outlined findings corroborate the basic assumption that reading and mathematical skills partially overlap (simple theoretical framework; Bergqvist et al, 2018). In accordance with multiple modelling processes (Borromeo Ferri, 2006), Leiss et al (2019) illustrated that RCS at the text level were linked to building an adequate situation model.…”

supporting

confidence: 66%

“…Third, we examined how interaction effects between RCS and item characteristics are related to mathematics performance. Drawing on the simple theoretical framework (Bergqvist et al, 2018), we assume that participants with lower RCS may be affected differently by the presentation of varying item characteristics. We hypothesised that participants score better on items with informational pictures or tables; this effect being stronger for participants with low RCS.…”

Section: The Present Investigationmentioning

confidence: 99%

“…The importance of RCS for mathematics performance Bergqvist et al (2018) nicely illustrate in their simple theoretical model that reading and mathematical skills partially overlap when solving mathematics items. Mathematics items are often verbal descriptions of mathematical problems, where a question demands deducing mathematical operations from the numbers provided in the item (Verschaffel et al, 2000).…”

mentioning

confidence: 98%

“…These processes include building a mental representation of a mathematical problem out of reading and comprehending written text (Hayes & Simon, 1974); these reading processes are the focal point of our study. Both reading and mathematical skills are essential for solving mathematics items (Bergqvist et al, 2018). Importantly, reading occurs at different reading levels.…”

mentioning

confidence: 99%

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What makes mathematics difficult for adults? The role of reading components in solving mathematics items

Neri

Wagner

Retelsdorf

2021

Educational Psychology

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Although it is widely known that reading plays a significant role in mathematics performance, it remains unclear how specific reading component skills and item characteristics are associated with adults' mathematics performance. The aim of this study was to investigate reading component skills (printed vocabulary, sentence processing, passage comprehension), characteristics of mathematics items (picture/table, complex verb forms, number of prepositions, lexical density), and the possible interaction effects thereof on mathematics performance. The sample consisted of 368 German adults (age: M ¼ 50.45; 59% female). Our results showed main effects on performance from adults' reading component skills and item characteristics. Furthermore, interaction effects between passage comprehension and two item characteristics on mathematics performance emerge. Implications include enhancing adults' reading component skills.

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supporting

confidence: 66%

Section: The Present Investigationmentioning

confidence: 99%

mentioning

confidence: 98%

mentioning

confidence: 99%

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What makes mathematics difficult for adults? The role of reading components in solving mathematics items

Neri

Wagner

Retelsdorf

2021

Educational Psychology

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“…Furthermore, Bergqvist, Theens, and Österholm (2018) reveal that the reading ability or the ability of students to understand text is needed to work on and complete math tasks. This is reinforced by the findings of Jordan, Kaplan, and Hanich (2002) from their research that reading ability affects the development of children's mathematical abilities.…”

Section: Introductionmentioning

confidence: 99%

Mathematics Students’ Ability in Understanding Text

Hapipi

Azmi

Wahidaturrahmi

2021

JESR

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This study aims to obtain a description of the students’ ability in understanding text. To achieve the objective, the study selected 216 mathematics students in a proportionate stratified random sampling. The students were asked to answer questions from a text that was designed and validated by a linguist. The samples were asked to fill out a questionnaire. The results show that there was a relationship between the length of studying mathematics (semester level) and the student’s ability to understand the idea of a text, the ability to determine conclusions from the given text, and the student’s ability to determine the relationships of paragraphs. This study also found that factors such as Grade Point Average (GPA), reading habits, and reading preferences cannot be assumed to have correlations with students’ ability to understand texts. Received: 15 February 2021 / Accepted: 29 March 2021 / Published: 10 May 2021

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The role of linguistic features in science and math comprehension and performance: A systematic review and desiderata for future research

Neri

Retelsdorf

2022

Educational Research Review

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The role of linguistic features when reading and solving mathematics tasks in different languages

Cited by 11 publications

References 46 publications

What makes mathematics difficult for adults? The role of reading components in solving mathematics items

What makes mathematics difficult for adults? The role of reading components in solving mathematics items

Mathematics Students’ Ability in Understanding Text

The role of linguistic features in science and math comprehension and performance: A systematic review and desiderata for future research

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