Problem-solving Performance Research Articles

The Effect of Self-Monitoring on Mental Effort and Problem-Solving Performance: A Mixed-Methods Study

Self-regulated learning (SRL) has become increasingly important for learners in the 21st century as they engage more frequently in student-centered education. Accurate self-monitoring of one’s learning process is central to SRL. However, research has shown that learners often struggle with monitoring accuracy. One possible explanation is that the process of self-monitoring itself may add cognitive load, potentially reducing both self-monitoring accuracy and overall performance. In the current study, we investigated the effects of self-monitoring on perceived mental effort and performance during problem-solving tasks of increasing complexity. Participants in the experimental condition were instructed to think aloud while problem-solving, while those in the control condition did not receive such instructions. Our findings indicate no interaction effect between the requirement for explicit and continuous self-monitoring and task complexity on perceived mental effort and performance. However, task complexity significantly impacted the perceived mental effort and performance in both conditions, while it affected monitoring accuracy exclusively in the experimental condition. Furthermore, qualitative analyses showed that the participants in the experimental conditions engaged in self-monitoring during 21.2 % of their think-aloud protocols. Contrary to previous research, self-monitoring did not appear to increase cognitive load, although the experimental participants took significantly longer to complete all the tasks. Possible explanations for these findings are discussed.

The relationship between personal-collaborative motivation profiles and students’ performance in collaborative problem solving

Collaborative problem solving (CPS), as a twenty-first century skill, is critically important for both living and life-long learning. Motivation in CPS equates to students’ needs to recognize their efforts in collaboration. Given the complexity of CPS contexts, the intertwined relationship among different types of motivations was investigated using a person-centred approach to identify different configural profiles of collaborators based on PSI (ψ\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\psi$$\\end{document}) theory. A total of 9398 Chinese students in 264 schools were included in this study. Latent profile analysis was used to identify four profiles of students with different CPS motivations: “Achievement-oriented cooperator” (n = 773), “Instrument-oriented Cooperator” (n = 1539), “Achievement-oriented nonteam player” (n = 1202), and “Instrument-oriented nonteam player” (n = 5884). Their psychological attributes and CPS behaviours were further analysed, with the following results: (1) achievement-oriented cooperators performed the best, while instrument-oriented nonteam players performed the worst; and (2) students who are achievement-oriented and value collaboration with others are more likely to engage in CPS tasks. These findings provide insights into how different motivational configurations influence CPS behaviours, offering practical implications for enhancing collaboration in educational settings.

Illana Gozes: From the pivotal discovery of activity-dependent neuroprotective protein (ADNP) through its investigational drug davunetide: brain molecular medicine providing hope for autism, schizophrenia, and Alzheimer's disease

Professor Illana Gozes, Ph.D., is a faculty member at Tel Aviv University. Formerly holding the Lily and Avraham Gildor Chair for the Investigation of Growth Factors, she now directs the Dr. Diana and Zelma Elton Laboratory for Molecular Neuroendocrinology. A world-renowned neurochemist, Professor Gozes currently serves as the President of the European Society for Neurochemistry and Vice President of Drug Development at ExoNavis Therapeutics Ltd. Her groundbreaking research began in the late 1970s and early 1980s when she discovered multiple tubulin forms within a single neuron. She demonstrated that these forms evolve with brain development, play a crucial role in synapse formation, and can be identified using monoclonal tubulin antibodies. At the forefront of molecular neuroscience in the 1980s, Professor Gozes became the first to clone the gene encoding vasoactive intestinal peptide (VIP), a key regulatory neuropeptide in the brain. Her research revealed increased VIP expression during synapse formation. In her quest to identify proteins activated by VIP and facilitate neuro-glial interaction, the Gozes laboratory discovered and cloned a novel protein: activity-dependent neuroprotective protein (ADNP). Subsequent research established ADNP's essential role in brain formation and function. Through a series of highly cited articles, Professor Gozes demonstrated that ADNP regulates thousands of essential genes during brain development in a sex-dependent manner and associates with an intricate array of vital proteins. She uncovered ADNP's key role in autophagy and schizophrenia, revealed a fundamental shared mechanism in autism involving critical binding of ADNP with SHANK3 and actin, and showed ADNP's regulation of microtubule dynamics and Tau interaction, which protects against tauopathy. Furthermore, she discovered somatic mutations in ADNP and related genes in Alzheimer's disease, paralleling tauopathy. Her pioneering work on ADNP-deficient mouse models predicted the ADNP syndrome, an autistic/intellectual disability syndrome driven by de novo mutations in ADNP and presenting with tauopathy. Professor Gozes took a reductionist approach to discover an active site in ADNP, leading to the development of the investigational drug davunetide (NAP). This compound has shown promise in protecting against ADNP deficiency/mutations in animal models and in clinical trials. It has been tested in women suffering from progressive supranuclear palsy (PSP), a pure tauopathy, and in individuals with prodromal Alzheimer's disease, demonstrating effects in a sex-dependent manner. Further promise was shown in schizophrenia patients, suggesting improvement in real-world problem solving and task performance. We are honored that Professor Gozes has agreed to share her life's journey with our readers in this Genomic Press Interview.

Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis

Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students’ performance is important. The objective of this systematic review and meta-analysis was to evaluate the effects of linguistic and numerical task characteristics associated with mathematical word problem-solving performance among elementary school-aged children (Grades 1 to 6). The systematic review was based on five electronic databases and citation searching. Reporting was conducted following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The findings (K = 69) showed that five of the six investigated linguistic task characteristics (i.e., the position of the unknown, schematic structure, irrelevant information, realistic considerations, and lexical consistency) and one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children’s mathematical word problem-solving. However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving. The findings highlight that elementary school-aged children especially struggle with mathematical word problems requiring realistic considerations or multiple mathematical operations, containing lexical inconsistency, and problems in which the position of the unknown is the first value. This further understanding of elementary schoolers’ word problem-solving performance may guide the design of appropriate and progressive instruction and assessment tools and steer research into the interactions within task characteristics and with individual characteristics.

After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks

BackgroundSuccessful implementation of effective acquisition strategies (e.g., example study, problem-solving) could help improve mathematics performance. However, it is not yet fully understood when each acquisition strategy should be used, despite the practical value of this knowledge for mathematics textbook authors, teachers, and students. AimsBuilding upon two recent perspectives on when example study and problem-solving are beneficial, we proposed that the optimal acquisition strategy could depend on both task complexity and retention interval (i.e., time between the final practice opportunity and the test). We conducted a multi-classroom experiment to test this proposition. Sample166 typically-developing Dutch fifth-grade students participated (Mage = 11.14 years; 42.2% boys). MethodsWe used a 2 (Task Complexity: simple vs. complex) x 2 (Acquisition Strategy: example study vs. problem-solving) x 2 (Retention Interval: 5 min vs. 1 week) between-subjects design with problem-solving performance as dependent variable. ResultsThere was no evidence for the hypothesised three-way interaction effect of task complexity, acquisition strategy, and retention interval. However, there was evidence for the hypothesised two-way interaction effect of acquisition strategy and retention interval, independent of task complexity. More specifically, after 5 min, there was no statistically significant performance difference between students studying worked examples and those solving practice problems, but after 1 week, students solving practice problems outperformed those studying worked examples. ConclusionsOur findings imply that, after initial acquisition, problem-solving leads to better long-term problem-solving performance than example study. This holds true even for a relatively complex task and with limited instruction.

Toward self-regulated learning: effects of different types of data-driven feedback on pupils' mathematics word problem-solving performance.

Mathematical word problems refer to word problems where the information that is presented needs to be integrated, typically into a mathematical formula, to arrive at a solution to the problem. When solving mathematics word problems, elementary school students often have difficulties improving their performance due to a lack of self-regulated learning (SRL). However, SRL can be developed by adopting an appropriate teaching approach which offers quantitative feedback or learning prompts. With the sophistication of interactive and data-driven feedback technology, it is possible to provide timely and personalized strategies for promoting students' SRL. In this study, an interactive e-book editing platform was used to design self-regulation-level-based feedback(SRLF) and task-level-based feedback(TLF) teaching models, which were respectively conducted in two similar fifth-grade classes for the mathematics word problem solving lessons. Using ANCOVA and repeated ANOVA, this study found that (1) the SRLF had a remarkably greater impact on elementary school students' mathematics word problem-solving performance than the TLF, with a partial η 2-value of .107; (2) In the short period of time, there was no significant difference between the two kinds of feedback on the learners' SRL. The TLF was slightly superior to the SRLF, especially in terms of total self-regulated learning scores and cognitive strategies; (3) The TLF had a significant interaction effect on self-regulated learning and cognitive strategies, respectively with a partial η 2-value of .059 and .056.

Mathematics Performance and Polya’s Method in Problem Solvin

The perpetual challenge of uncertain problem-solving skills among local education administrators is underscored by data from a public science and technology high school despite being a performing public science high school, students have been still struggling to enhance their critical thinking skills, posing an unceasing issue. The purpose of this study is to determine the impact of Polya's four-step method on the Grade 9 students' performance in mathematics. Utilizing a one-group pretest-posttest design, the researcher aimed to determine which aspects of Polya's method improved students' mathematics performance. The data analysis indicated a significant improvement in students' problem-solving performance using Polya’s four-step method from pre-test to post-test. This study reaffirms that Polya’s method helps students develop a structured way of thinking and solving problems, which is fundamental for their mathematical development.

Investigating the Effects of Practice Time on Student Achievement Considering Variations in Demographics across Various Chemistry Topics

This study examined the relationship between the time students spend on practice problems and their performance on exams in various chemistry topics, considering their demographics. The researchers divided 91 general chemistry students into three groups based on the time allotted for solving intervention questions: Minimum, Average, and Maximum. The results showed that the Minimum and Average time groups benefited almost equally, but the performance of the Maximum time group declined. This suggests that, while additional practice is beneficial, there could be an optimal amount of time that students should spend on each question. Spending too much time on a single question can lead to mental and emotional fatigue, resulting in a decline in performance. Additionally, the researchers noted variations in performance across different chemistry topics and student groups, and they examined the relationship between student demographics and their problem-solving performances. The study provides recommendations for educators, testing services, and online homework systems to improve the effectiveness of chemistry instruction, highlighting the importance of finding the right balance between practice time and student engagement, and suggesting that a uniform approach to practice problems may not be ideal for every student.

Preventing fixation: Evidence of item-method directed forgetting protecting against mental impasses in creative problem-solving.

Creative problem-solving can be impeded by mental impasses which are caused by fixation on associated but misguiding ideas. Recently, research has focused on the question of which processes might be involved in overcoming fixation and how it can be prevented from occurring altogether. In the present study, we investigated whether initially encoded fixation words can be forgotten by means of item-method directed forgetting, a procedure in which participants are presented with a series of items that are each followed by a remember cue or forget cue. Here, the series of items partly consisted of words that were misleadingly associated with compound remote associate problems that had to be solved later on. Two groups were compared: For one group, fixation words were followed by forget cues (fixation-F), whereas for the other group, they were followed by a remember cue (fixation-R). Results revealed three major findings: (1) The fixation-R group showed typical detrimental effects of fixation (i.e., impaired problem-solving performance), whereas there was no significant fixation effect in the fixation-F group, and (2) the magnitude of fixation was positively related to memory for fixation words. The present findings add to existing literature about how fixation negatively affects creative problem-solving and how it can be prevented by reducing the activation level of misleading thoughts.

Performance of ChatGPT in the In-Training Examination for Anesthesiology and Pain Medicine Residents in South Korea: Observational Study.

ChatGPT has been tested in health care, including the US Medical Licensing Examination and specialty exams, showing near-passing results. Its performance in the field of anesthesiology has been assessed using English board examination questions; however, its effectiveness in Korea remains unexplored. This study investigated the problem-solving performance of ChatGPT in the fields of anesthesiology and pain medicine in the Korean language context, highlighted advancements in artificial intelligence (AI), and explored its potential applications in medical education. We investigated the performance (number of correct answers/number of questions) of GPT-4, GPT-3.5, and CLOVA X in the fields of anesthesiology and pain medicine, using in-training examinations that have been administered to Korean anesthesiology residents over the past 5 years, with an annual composition of 100 questions. Questions containing images, diagrams, or photographs were excluded from the analysis. Furthermore, to assess the performance differences of the GPT across different languages, we conducted a comparative analysis of the GPT-4's problem-solving proficiency using both the original Korean texts and their English translations. A total of 398 questions were analyzed. GPT-4 (67.8%) demonstrated a significantly better overall performance than GPT-3.5 (37.2%) and CLOVA-X (36.7%). However, GPT-3.5 and CLOVA X did not show significant differences in their overall performance. Additionally, the GPT-4 showed superior performance on questions translated into English, indicating a language processing discrepancy (English: 75.4% vs Korean: 67.8%; difference 7.5%; 95% CI 3.1%-11.9%; P=.001). This study underscores the potential of AI tools, such as ChatGPT, in medical education and practice but emphasizes the need for cautious application and further refinement, especially in non-English medical contexts. The findings suggest that although AI advancements are promising, they require careful evaluation and development to ensure acceptable performance across diverse linguistic and professional settings.

Transforming fifth graders’ misconceptions in solving probability comparison problems with purposefully designed instructional interventions

ABSTRACT Students often struggle to solve probability problems, and teaching probability is an international challenge. This study aimed to design and implement two rounds of test-based instructional interventions to support Chinese fifth graders in incrementally transforming their misconceptions when solving probability comparison problems. The intervention was purposefully designed based on the findings from two rounds of tests. The results of the single-group quasi-experiment showed that the instructional support was feasible and effective in transforming misconceptions and enhancing students’ understanding of probability concepts. The findings of this study raised community attention to Chinese students’ misconceptions that are obscured by their good performance on large-scale tests. In addition, it demonstrated the feasibility and effectiveness of purposefully designing incremental, individualized instructional interventions based on tests in promoting elementary student learning. Reflecting on the design of the instructional support, we provide pedagogical suggestions for enhancing students’ performance in probability problem-solving.

Improvement in Math Ability and Cognitive Processing in Children with Low Attention: An Intervention Based on PASS Theory.

This study investigates the effects of math training on math and cognitive performance among 8-9 year-old students with low attention. Fifty-six students with low attention were randomly assigned to a training group (n = 24) and a passive control group (n = 32). They completed math problem-solving, calculation fluency and PASS cognitive processing tests both before and after training. The children in the training group received 3 days of training per week for a total of 21 days using the math modules of The Children's Mathematics and Cognition Training Manual in Chinese. The results showed that the training group's math problem-solving performance improved significantly. Moreover, the cognitive performance on the CAS-2 in the planning and simultaneous processing tests for the training group was enhanced. The implications of these findings are discussed with consideration of the interpretability being constrained by the fact that no active control condition was applied.

Effectiveness of Schema-Based Instruction Strategy in Improving Mathematical Word Problem Solving and Working Memory of Students with Learning Disabilities in The Sultanate of Oman

This study aimed to examine the effectiveness of a schema-based instruction strategy in improving mathematics word problem solving and working memory performance of third grade students with learning disabilities in schools in Oman. Students received a diagnosis of specific learning disability (SLD) based on the aptitude discrepancy model in which an achievement test and an aptitude test (Raven’s Coloured Successive Matrices) were used to determine the existence of a discrepancy. Students were then divided into two matched groups, a control group and an experimental group; each group included (20) students. Study instruments included a mathematics word problem solving test, a working memory test, and the schema-based intervention program. Results of the study showed that participants in the experimental group differed from controls in word problem solving and working memory performance following exposure to the intervention program. More specifically, performance of experimental group participants in the word problem solving varied across the pre, during the implementation, and post intervention phases in favor of the post intervention phases and in favor of the type of Assembly problems. Implications of using schema-based instruction strategy with students with SLD are discussed in the light of the study findings.

'Ripple effects' of urban environmental characteristics on cognitive performances in Eurasian red squirrels.

Urban areas are expanding exponentially, leading more species of wildlife living in urban environments. Urban environmental characteristics, such as human disturbance, induce stress for many wildlife and have been shown to affect some cognitive traits, such as innovative problem-solving performance. However, because different cognitive traits have common cognitive processes, it is possible that urban environmental characteristics may directly and indirectly affect related cognitive traits (the ripple effect hypothesis). We tested the ripple effect hypothesis in urban Eurasian red squirrels residing in 11 urban areas that had different urban environmental characteristics (direct human disturbance, indirect human disturbance, areas of green coverage and squirrel population size). These squirrels were innovators who had previously repeatedly solved a food extraction task (the original task). Here, we examined whether and how urban environmental characteristics would directly and indirectly influence performance in two related cognitive traits, generalisation and (long-term) memory. The generalisation task required the innovators to apply the learned successful solutions when solving a similar but novel problem. The memory task required them to recall the learned solution of the original task after an extended period of time. Some of the selected urban environmental characteristics directly influenced the task performance, both at the population level (site) and at individual levels. Urban environmental characteristics, such as increased direct and indirect human disturbance, decreased the proportion of success in solving the generalisation task or the memory task at the population (site) level. Increased direct human disturbance and less green coverage increased the solving efficiency at individual levels. We also found an indirect effect in one of the urban environmental characteristics, indirect human disturbance, in the generalisation task, but not the memory task. Such an effect was only seen at the individual level but not at the population level; indirect human disturbance decreased the first original latency, which then decreased the generalisation latency across successes. Our results partially support the ripple effect hypothesis, suggesting that urban environmental characteristics are stressors for squirrels and have a greater impact on shaping cognitive performance than previously shown. Together, these results provide a better understanding of cognitive traits that support wildlife in adapting to urban environments.

Abilities analysis of problem-solving process awareness for elementary school students with different problem-solving performances

Background: Awareness is core ability in problem-solving process, but related performance analysis of problem-solving process awareness for elementary school students is still under study. It is one of the research gaps. This research summarizes problem-solving process awareness dimensions of translation and implementation to study. Former includes recognition and representation, and latter includes strategy and execution, review and check. Objective: According to the results of the literature analysis and research gap, this study aims to explore the problem-solving process awareness ability for elementary school students with different problem-solving performances by utilizing related instruments. Method: This research utilized two instruments of problem-solving process awareness and problem-solving to assess process awareness and problem-solving performances each for elementary school students. There were 389 elementary school students in Chiayi of Taiwan were selected by using stratified and cluster sampling to collect and analyze data. The single-factor multivariate mean test and η 2 effect size value, Roy-Bargman step-down F test and simultaneous confidence interval test were carried out. The analysis above which was conducted by SPSS for Windows. Result and conclusion: It is found that there were significant differences in performances of problem-solving process awareness for students with different problem-solving abilities after adequate data analysis. The performances are considerably different in translation and implementation awareness for students with differing word problem solving ability that translation awareness included recognition and representation awareness, and implementation awareness included strategy and execution, review and check awareness. So, conclusion is listed as follows. It is that students with different problem-solving performances have real differences in translation, implementation and overall awareness of problem-solving process corresponding to research problem.

Exploring the Predictive Potential of Complex Problem-Solving in Computing Education: A Case Study in the Introductory Programming Course

Programming is acknowledged widely as a cornerstone skill in Computer Science education. Despite significant efforts to refine teaching methodologies, a segment of students is still at risk of failing programming courses. It is crucial to identify potentially struggling students at risk of underperforming or academic failure. This study explores the predictive potential of students’ problem-solving skills through dynamic, domain-independent, complex problem-solving assessment. To evaluate the predictive potential of complex problem-solving empirically, a case study with 122 participants was conducted in the undergraduate Introductory Programming Course at the University of Maribor, Slovenia. A latent variable approach was employed to examine the associations. The study results showed that complex problem-solving has a strong positive effect on performance in Introductory Programming Courses. According to the results of structural equation modeling, 64% of the variance in programming performance is explained by complex problem-solving ability. Our findings indicate that complex problem-solving performance could serve as a significant, cognitive, dynamic predictor, applicable to the Introductory Programming Course. Moreover, we present evidence that the demonstrated approach could also be used to predict success in the broader computing education community, including K-12, and the wider education landscape. Apart from predictive potential, our results suggest that valid and reliable instruments for assessing complex problem-solving could also be used for assessing general-purpose, domain-independent problem-solving skills in computing education. Likewise, the results confirmed the positive effect of previous programming experience on programming performance. On the other hand, there was no significant direct effect of performance in High School mathematics on Introductory Programming.

Teaching Constant Rate-of-Change Problem-Solving to Secondary Students With or at Risk of Learning Disabilities.

Rate of change (i.e., slope) is a critical mathematics concept for success in everyday life, academics, and professional careers. Students with or at risk of learning disabilities struggle with solving rate-of-change problems, especially word problems. Interventions that incorporate representations and problem-solving strategies are effective for improving the word problem-solving performance of students with disabilities. This multiple-probe, multiple-baseline, single-case design study evaluated the effects of an intervention that included an integrated, concrete-representational-abstract teaching framework with an embedded problem-solving strategy (POD Check) on students' rate-of-change word problem-solving performance. The intervention was delivered virtually via video conferencing technology. Four middle- and high-school students with or at risk of mathematics learning disabilities in the Intermountain West participated in the intervention. Results indicate evidence of a functional relation between the intervention and students' word problem-solving performance, and effects were maintained 2-4 weeks after the intervention. The findings of this study provide implications for mathematics intervention research and practice for students with learning disabilities.

Metacognition and Mathematical Problem-solving Performance of Pre-service Teachers

Metacognition and Mathematical Problem-solving Performance of Pre-service Teachers

Electroencephalography Spectral-power Volatility Predicts Problem-solving Outcomes.

Temporal variability is a fundamental property of brain processes and is functionally important to human cognition. This study examined how fluctuations in neural oscillatory activity are related to problem-solving performance as one example of how temporal variability affects high-level cognition. We used volatility to assess step-by-step fluctuations of EEG spectral power while individuals attempted to solve word-association puzzles. Inspired by recent results with hidden-state modeling, we tested the hypothesis that spectral-power volatility is directly associated with problem-solving outcomes. As predicted, volatility was lower during trials solved with insight compared with those solved analytically. Moreover, volatility during prestimulus preparation for problem-solving predicted solving outcomes, including solving success and solving time. These novel findings were replicated in a separate data set from an anagram-solving task, suggesting that less-rapid transitions between neural oscillatory synchronization and desynchronization predict better solving performance and are conducive to solving with insight for these types of problems. Thus, volatility can be a valuable index of cognition-related brain dynamics.

Students' skills in mathematical word problems and their reading comprehension level: Basis for intervention program (June 2023)

This study aims to investigate the relationship between reading comprehension and solving mathematical word problems. Mathematics can be enjoyable yet challenging for many students. Solving word problems is a common struggle. To solve these problems, students must have strong reading comprehension skills to fully understand the mathematical information presented in text form. The researchers were motivated to conduct the study to ascertain the level of the students' reading comprehension and its impact on their performance in problem-solving. The researchers used a quantitative method in the study. The respondents were Grade 11 Senior High School students in Don Manuel Rivera Memorial Integrated National School, Pila, Laguna. The researchers calculated the sample size using Slovin's Formula which has a 5% margin of error. As a result, the researchers obtained a sample size of 118 Grade 11 students from HUMSS and STEM strand. The researchers used an adapted test questionnaire from the Project Reach Program of DepEd to measure the reading comprehension level of the respondents. On the other hand, the researchers created test questions to measure the skills of the students in solving mathematical word problems. After the data was collected, tallied, and analyzed, results revealed a significant correlation between students' reading comprehension and problem-solving skills at Don Manuel Rivera Memorial Integrated National High School. The majority of the respondents were categorized as "instructional" and "beginner," with a mean of 18.88 and 10.48. Pearson r correlation analysis revealed that pupils’ reading comprehension level is significantly correlated with their problem-solving skills. It means that students who belong to the independent level tend to have higher proficiency in solving mathematical word problems. The researchers created an intervention program in order to improve students' reading comprehension level and problem-solving skills. The researchers came up with the "CompreMath" intervention program. The "CompreMath" intervention program provides a rationale for integrating reading comprehension strategies into mathematics instruction, enabling students to develop a deeper understanding of mathematical concepts, enhance their problem-solving abilities, and make meaningful connections between mathematics and the real world.