Reading Comprehension and Evaluation in Solving Mathematical Problems

of Ramon Torres National Highschool Grade 11 Students

REVIEW OF RELATED LITERATURE

According to Swanson, et al. (2013), In recent decades, mathematical word problem

solving has gained much attention from researchers and educators alike. Mathematical word

problems, as opposed to those expressed purely in mathematical notation, present relevant

information on a problem in the form of text. Consequently, effectively solving a mathematical

word problem is assumed to depend not only on students’ ability to perform the required

mathematical operations, but also on their ability to accurately interpret the text of the problem.

In order to do the correct mathematical calculations for a word problem, it is essential to have a

deep understanding of the problem's content. Unfortunately, many people struggle with

comprehending the problem description, which makes solving the word problem more difficult.

As stated by Pape (2003), a key factor in understanding the text of a word problem is the

ability to construct a detailed and cohesive mental representation of all the solution-relevant

elements that are inferred from the problem statement. In other words, word problem solvers

need to employ a problem-model strategy in which they translate the problem statement into a

qualitative mental representation of the problem situation. This allows them to more easily see

the relations between the different elements of the problem and hidden solutions within the text.

This internal representation of the problem subsequently allows them to formulate a solution

plan and carry out the required mathematical operations. Although it appears that successful

word problem solvers use such a problem-model strategy by drawing on their skills to create a
mental representation, less successful problem solvers often impulsively adopt a superficial

direct translation strategy. This involves them only focusing on selecting the presented numbers

that will form the basis for their mathematical calculations, without taking the time to truly

understand the problem.

According to Marzocchi, et al. (2002), Good reading comprehension skills are key when

it comes to understanding and solving word problems, especially those with semantic-linguistic

characteristics. This includes being able to follow the sequence of known elements in the text,

understanding the implicit and explicit relationships between given and unknown quantities, and

being able to determine what information in the text is relevant to the problem. Moreover,

reading comprehension skills appear to be more important in overcoming such textual

complexities than being able to use one’s mental representation skills.

Mathematics learning doesn't just stop at memorizing formulas or being able to do mental

computations. It also involves understanding the language of mathematics and being able to read

and make sense of information that is presented using mathematical symbols and expressions.

mathematical problem-solving ability involves two types of problems - bare problems and word

problems. Bare problems are those that are presented without any context or background

information (e.g., 3 + 6 =?), while word problems present the problem scenario primarily using

linguistic forms. Solving word problems is more demanding on reading proficiency, which

enables students to convert the linguistic components into mathematical expressions and

equations. This then relies more on their ability to understand mathematical background

knowledge, and is less dependent on reading proficiency (Kan et al., 2019).

As explained by Osterholm, et al. (2013), A major aspect of the reading difficulty relates

to the high demand that mathematical tasks bear on students to read and understand the tasks.
Mathematical tasks are usually presented with texts describing the problem which requires a

sufficient level of reading proficiency. Mathematical knowledge, such as mathematical

principles, concepts, and proofs, is usually conveyed and acquired through reading materials.

These materials are characteristic of multi-semiotic and highly technical language usually written

in a compact style where meanings, concepts, and relations of sentences are implicitly

embedded. While for aesthetic purposes this ambiguity is tolerable or even acceptable, for

mathematics learning the ambiguity must be resolved and the precise meaning must be

determined.

REFERENCES

Swanson, H. L., Lussler, C. M., and Orosco, M. J. (2013). Cognitive strategies, working

memory, and growth in word problem solving in children with math difficulties. Retrieved on

October 1, 2022 from https://journals.sagepub.com/doi/abs/10.1177/0022219413498771

Pape, S. J. (2003). Compare word problems: Consistency hypothesis revisited. Retrieved

on October 1, 2022 from https://www.sciencedirect.com/science/article/abs/pii/S0361476X0x

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Marzocchi, G. M., Lucangeli, D., De Meo, T., Fini, F., and Cornoldi, C. (2002). The

disturbing effect of irrelevant information on arithmetic problem solving in inattentive children.

Retrieved on October 1, 2022 from http://www.ncbi.nlm.nih.gov/sites/entrez?

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Kan, A., Bulut, O., & Cormier, D. C. (2019). The impact of item stem format on the

dimensional structure of mathematics assessments. Retrieved on October 1, 2022 from

https://doi.org/10.1080/10627197.2018.1545569

Osterholm, ¨ M., & Bergqvist, E. (2013). What is so special about mathematical texts?

Analyses of common claims in the research literature and of properties of textbooks. Retrieved

on October 1, 2022 from https://doi.org/10.1007/s11858-02313-0522-6