ArticleFrontiers in psychology2016
Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training.
Article in Frontiers in psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
7 citing papers in PubMed.
- Language and Mathematics Performance: A Systematic Umbrella Review and Meta-Meta-Analysis.Journal of Intelligence · 2026Review
- Fluency Is Good, but Comprehension Is Better: The Impact of Fluency and Comprehension on Mathematical Word Problem Solving.Dyslexia (Chichester, England) · 2026Article
- Reading comprehension self-efficacy and mathematical problem-solving in primary education: a serial mediation model through mathematical reasoning and critical thinking.Frontiers in psychology · 2026Article
- Arithmetic and reading skills mediate the link between math and reading anxiety and word problem solving.Scientific reports · 2025Article
- Put you in the problem: Effects of self-pronouns on mathematical problem-solving.Quarterly journal of experimental psychology (2006) · 2024Article
- Relationship between students' attitude towards, and performance in mathematics word problems.PloS one · 2024Article
- Operation-Specific Lexical Consistency Effect in Fronto-Insular-Parietal Network During Word Problem Solving.Frontiers in human neuroscience · 2021Article
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Authors and funding
4 authors.
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Abstract
Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.
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