Contributions of Reading Comprehension Subskills to Arithmetic Word-Problem Solving among Chinese Primary School Students

2021 ◽  
pp. 1-20
Author(s):  
Wing-Si Ng ◽  
Terry Tin-Yau Wong ◽  
Cathy Yui-Chi Fong
Keyword(s):  
Reading Comprehension ◽  
Problem Solving ◽  
Primary School ◽  
Word Problem ◽  
Primary School Students ◽  
School Students ◽  
Word Problem Solving ◽  
Arithmetic Word Problem

scholarly journals Analyzing Difficulties in Arithmetic Word Problem Solving: An Epistemological Case Study in Primary School

2021 ◽  
Vol 11 (10) ◽  
pp. 596
Author(s):  
Roberto Capone ◽  
Federica Filiberti ◽  
Alice Lemmo
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Word Problem ◽  
Word Problems ◽  
Text Comprehension ◽  
School Students ◽  
Word Problem Solving ◽  
Grade 5 ◽  
Mathematical Word Problems ◽  
Backward Analysis

This paper focuses on difficulties that primary school students have in facing mathematical word problems. In particular, we are interested in exploring how they develop in the transition from grade 2 to grade 5. The research basis of the hypothesis is that some difficulties detected in grade 5 are already predictable in grade 2. Starting from the data collected in grade 5 by the National Standardized Assessment, we carry out a quantitative analysis looking for word problems in which students experience difficulties. Subsequently, we conduct a backward analysis of the grade 2 test of the same cohort of students in order to identify a set of word problems linked with those selected in grade 5 test. The analysis shows the presence of many common difficulties in the two grades. We design and carry out specific educational activities concerning word problem-solving in grade 2. These activities produce positive changes in the experimental class compared to the control class. This could suggest that a previous intervention in grade 2 could allow overcoming future difficulties in word problem text comprehension in grade 5.

The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties

2019 ◽  
pp. 073194871986549
Author(s):  
Xin Lin ◽  
Peng Peng ◽  
Hongjing Luo
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Memory Processing ◽  
Mathematics Vocabulary ◽  
Mathematics Competence ◽  
Mathematics Difficulties ◽  
And Mathematics

The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.

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