A Comparison of Performance in Solving Arithmetical Word Problems by Children with Different Levels of Achievement in Mathematics and Reading

Autor/in	Reikeras, Elin K. L.
Titel	A Comparison of Performance in Solving Arithmetical Word Problems by Children with Different Levels of Achievement in Mathematics and Reading
Quelle	In: Investigations in Mathematics Learning, 1 (2009) 3, S.49-72 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
Schlagwörter	Age Differences; Mathematics Achievement; Low Achievement; Achievement Tests; Reading Ability; Word Problems (Mathematics); Students; Problem Solving; Arithmetic; Reading Achievement; Elementary School Mathematics + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterdurchschnittliche Leistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Reading competence; Lesekompetenz; Textaufgabe; Student; Schüler; Schülerin; Studentin; Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Leseleistung; Elementare Mathematik; Schulmathematik
Abstract	Performance in consistent arithmetical word problems was assessed in 941 pupils aged eight (N = 415), ten (N = 274), and thirteen (N = 252) classified in four achievement groups by standardised achievement tests: low achievement in both mathematics and reading (MLRL), in mathematics only (ML-only), in reading only (RL-only), and normal achievement in both (NA). Both the MLRL and ML-only groups performed below the two other groups. On the easiest tasks at the lowest age levels the MLRL-group displayed weaker results than the ML-only group, otherwise they performed at the same level. The RL-only pupils performed at the same level as the NA-group at age 8 and 10, but below the NA-group at age 13. The findings can indicate that reading ability does not interfere with the performance on the word problems as much as general mathematical ability. (As Provided).
Anmerkungen	Research Council on Mathematics Learning. Web site: http://www.unlv.edu/RCML
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10