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.

The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties

2017 ◽  
Vol 40 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Lisa L. Morin ◽  
Silvana M. R. Watson ◽  
Peggy Hester ◽  
Sharon Raver
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Mathematics Difficulties

scholarly journals Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study

2019 ◽  
Vol 12 (1) ◽  
pp. 18-45
Author(s):  
Rafael Cabezuelo Vivo ◽  
Víctor Pavón
Keyword(s):  
Reading Comprehension ◽  
Secondary Education ◽  
Problem Solving ◽  
Word Problem ◽  
Language Proficiency ◽  
Word Problems ◽  
International Student ◽  
Student Assessment ◽  
Word Problem Solving ◽  
International Student Assessment

The purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners’ process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but that it also depends on the mathematical difficulty, irrespective of the students’ level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.

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