Mathematical Reading Comprehension Research Articles

MEDIATING EFFECT OF STUDY HABITS ON THE RELATIONSHIP BETWEEN MATHEMATICAL READING COMPREHENSION AND PROBLEM-SOLVING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS

This study aimed to determine whether study habits significantly mediate the relationship between mathematical reading comprehension and problem-solving of students in mathematics of Grade 8 students in the Division of Davao del Norte. A descriptive-correlational research design was used. The respondents of this research were 302 Grade 8 learners from four public secondary high schools in Davao del Norte. A stratified random sampling was utilized. This study used one adapted questionnaire and two researcher-made questionnaires. Mean, spearman rho, standard deviation, and bootstrapping were used as statistical tools. Results of the study revealed that mathematical reading comprehension is infrequently manifested, problem-solving skills of students is rarely manifested, while the study habits of the students are oftentimes manifested. The findings further revealed that the variables mathematical reading comprehension and problem-solving skills are significant with one another but infrequently manifested that they are not significant with study habits. Moreover, mathematical reading comprehension exhibits a direct significant effect on problem- solving skills but study habits do not significantly mediate the relationship between mathematical reading comprehension and the problem-solving skills of the students. The results conclude that mathematical reading comprehension is contributory factor to improve the problem-solving skills of the students. The researcher recommends that the school administrators provide an opportunity to the teachers in professional development programs to improve students’ mathematical reading comprehension and problem-solving skills. KEYWORDS: Mathematics education, problem-solving skills, mathematical reading comprehension, study habits, descriptive and correlational design, bootstrapping, Davao del Norte, Philippines

Primary Exploration and PreExperimental Designs on the Measurement of Cognitive load as well as Statistics-Graph Reading Comprehension in Mathematics

Graphic reading comprehension composes of the complicated mental process which differs from that involved within the text reading comprehension. Graphic reading comprehension, theoretically speaking, contains three pivotal phases: encoding, translating and identifying. Hence, the article aims to apply the modeling of graphic reading comprehension for exploring and framing the primary model of the mental contemplate concerning statistic-graph reading comprehension in mathematics. Furthermore, experimental designs will be contended in this study and criteria of eyetracking based on cognitive loads will be regarded as the evaluated units with a view to testifying the hypothetic mental model in the future research.

Mathematics Intervention for Grades 5–11: Teaching Mathematics, Reading, or Both?

This study investigated the incorporation of specific reading strategies in mathematics lessons. Fourteen students attended a three-week, individualized, summer intervention program provided by a large southern university for the purpose of increasing mathematical understanding. The frequency of reading-related instruction was documented from 72 audiotaped lessons and classified according to reading strategy. Although the purpose of the program was to improve mathematics functioning, findings indicated that teachers inherently instructed students in reading strategies while teaching mathematical concepts with: 1) vocabulary instruction the most prevalent reading strategy followed by 2) dense questioning and 3) anticipatory guide to improve reading comprehension of the mathematical text. Teachers also encouraged better mathematical reading comprehension by asking students to read aloud and discuss each passage.

Reading Comprehension in Mathematics

(1998). Reading Comprehension in Mathematics. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 72, No. 2, pp. 81-88.

Do Individualized Mastery and Traditional Instructional Systems Yield Different Course Effects in College Calculus?

The effects of an individualized mastery instructional system similar to the Keller plan was compared with a conventional lecture-discussion-recitation system in a variety of ways including mathematics achievement and fail rate in the comparison course and subsequent mathematics courses, mathematics reading comprehension, facilitation of performance in other disciplines, student study time, faculty time required for instructional system operation, preference of students and instructors, and student propensity for continued math-related studies. The comparisons spanned 2 years and were carried out under controlled conditions in a balanced, experimental design involving random assignments of 840 students and 12 instructors. In general, the superiority of achievement and attitude outcomes claimed for the Keller plan in many reports was not observed in this study.

Do Individualized Mastery and Traditional Instructional Systems Yield Different Course Effects in College Calculus?

The effects of an individualized mastery instructional system similar to the Keller plan was compared with a conventional lecture-discussion-recitation system in a variety of ways including mathematics achievement and fail rate in the comparison course and subsequent mathematics courses, mathematics reading comprehension, facilitation of performance in other disciplines, student study time, faculty time required for instructional system operation, preference of students and instructors, and student propensity for continued math-related studies. The comparisons spanned 2 years and were carried out under controlled conditions in a balanced, experimental design involving random assignments of 840 students and 12 instructors. In general, the superiority of achievement and attitude outcomes claimed for the Keller plan in many reports was not observed in this study.