How Readability Factors Are Differentially Associated with Performance for Students of Different Backgrounds When Solving Mathematics Word Problems

Autor/inn/en	Walkington, Candace; Clinton, Virginia; Shivraj, Pooja
Titel	How Readability Factors Are Differentially Associated with Performance for Students of Different Backgrounds When Solving Mathematics Word Problems
Quelle	In: American Educational Research Journal, 55 (2018) 2, S.362-414 (53 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831217737028
Schlagwörter	Readability; Word Problems (Mathematics); Mathematics Instruction; Problem Solving; National Competency Tests; Achievement Tests; Elementary Secondary Education; Foreign Countries; International Assessment; Mathematics Achievement; Mathematics Tests; Science Achievement; Science Tests; Achievement Gap; Grade 4; Grade 8; Socioeconomic Status; Models; Statistical Analysis; Student Characteristics; Gender Differences; Racial Differences; National Assessment of Educational Progress; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Lesbarkeit; Textaufgabe; Mathematics lessons; Mathematikunterricht; Problemlösen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Socio-economic status; Sozioökonomischer Status; Analogiemodell; Statistische Analyse; Geschlechterkonflikt; Rassenunterschied
Abstract	The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how readability factors--such as length, word difficulty, and pronouns--interact with student background characteristics--such as race/ethnicity, mathematics achievement, and socioeconomic status. Textual features that make problems more difficult to process appear to differentially negatively impact struggling students, while features that make language easier to process appear to differentially positively impact struggling students. It is critical that readability along various dimensions be considered when designing instruction and assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01