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The Language of Numbers: Reading Comprehension and Applied Math Problem-Solving.

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  • 1Faculty of Therapy, Consultation and Educational Support, Beit Berl College, Kfar Saba 44905, Israel.

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Reading comprehension (RC) significantly aids applied math problem-solving (AMP) in students. This link strengthens with age, shifting from reliance on arithmetic fluency in younger students to direct comprehension in older ones.

Keywords:
applied matharithmetic fluencydevelopmentproblem-solvingreading comprehension

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Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Reading and mathematics share cognitive processes, but the link between reading comprehension (RC) and applied math problem-solving (AMP) in older students and non-English contexts is understudied.
  • Existing research primarily focuses on early grades and basic arithmetic, leaving a gap in understanding advanced mathematical problem-solving.
  • Morphologically rich languages like Hebrew present unique linguistic challenges that may influence the reading-math relationship.

Purpose of the Study:

  • To investigate the grade-level relationship between RC and AMP in Hebrew-speaking fourth and eleventh graders.
  • To examine the mediating roles of working memory (WM), reading fluency, and arithmetic fluency in this relationship.
  • To explore age-related shifts in cognitive and linguistic mechanisms supporting AMP.

Main Methods:

  • Cross-sectional study involving typically developing Hebrew-speaking fourth graders (N=41) and eleventh graders (N=43).
  • Assessed reading comprehension (RC), applied math problem-solving (AMP), working memory (WM), reading fluency, and arithmetic fluency.
  • Employed cross-sectional mediation models to analyze the relationships.

Main Results:

  • Significant positive associations were found between RC and AMP in both fourth and eleventh graders.
  • Arithmetic fluency partially mediated the RC-AMP relationship in fourth graders, indicating reliance on computational skills.
  • Eleventh graders showed a direct RC-AMP link, suggesting automatized skills and advanced metacognitive strategies.
  • Working memory (WM) correlations with RC and AMP were stronger in younger students and weaker in older students.

Conclusions:

  • Findings support a Developmental Linguistic-Cognitive Scaffold Model, illustrating age-related changes in cognitive and linguistic support for AMP.
  • The study highlights the importance of integrating RC strategies into curricula to improve mathematical reasoning, especially in linguistically complex environments.
  • Age-related shifts in cognitive mechanisms, such as the automatization of arithmetic fluency, alter how RC supports AMP.