Mathematics Interest and Reading Comprehension as Correlates of Elementary Students’ Mathematics Problem-Solving Skills

Authors

  • Dede Salim Nahdi Universitas Majalengka https://orcid.org/0000-0001-7080-1821
  • Ujiati Cahyaningsih Universitas Majalengka
  • Mohamad Gilar Jatisunda Universitas Majalengka
  • Abdur Rasyid Universitas Majalengka

DOI:

https://doi.org/10.56916/ejip.v3i1.510

Keywords:

mathematics interest, reading comprehension, problem solving skill

Abstract

In the rapidly changing global landscape, adaptability to new challenges is essential. Mathematics, recognized as a key contributor to problem-solving skills, holds significant importance in navigating unfamiliar situations. This study delves into the correlation between mathematics interest, reading comprehension, and mathematical problem-solving abilities among elementary school students. Employers and academic institutions increasingly emphasize the application of mathematical knowledge in diverse scenarios, prompting educational reforms prioritizing problem-solving skills.The investigation involved 76 elementary students in Majalengka Regency, Indonesia, exploring mathematics interest, reading comprehension, and problem-solving skills using questionnaires and tests. Findings unveiled a noteworthy positive correlation between reading comprehension and mathematical problem-solving, surpassing the correlation with mathematics interest. Regression analysis reinforced this, highlighting the collective substantial impact of mathematics interest and reading comprehension on students' problem-solving proficiency.This study underscores the crucial role of reading comprehension in interpreting narrative-based mathematical problems. Understanding textual content significantly influences problem-solving strategies. Moreover, affective abilities, particularly mathematics interest, contribute significantly to problem-solving skills. A heightened interest in mathematics enhances motivation, encourages deeper conceptual learning, and fosters creativity in problem-solving.These results underscore the necessity of a holistic approach to mathematics education. Addressing not only cognitive aspects but also affective and reading proficiency facets can substantially enhance students' mathematical problem-solving abilities. Understanding the interrelationship among mathematics interest, reading comprehension, and affective abilities can pave the way for more effective teaching methodologies and improved academic outcomes in mathematics.

Author Biography

Dede Salim Nahdi, Universitas Majalengka

<br data-mce-bogus="1">

References

Ainley, M. (2017). Interest: Knowns, Unknowns, and Basic Processes. In The Science of Interest (pp. 3–24). Springer International Publishing. https://doi.org/10.1007/978-3-319-55509-6_1

Akoglu, H. (2018). User’s guide to correlation coefficients. Turkish Journal of Emergency Medicine, 18(3), 91–93. https://doi.org/10.1016/j.tjem.2018.08.001

Aljaberi, N. M., & Gheith, E. (2016). Pre-Service Class Teacher’ Ability in Solving Mathematical Problems and Skills in Solving Daily Problems. Higher Education Studies, 6(3), 32. https://doi.org/10.5539/hes.v6n3p32

Boonen, A. J. H., de Koning, B. B., Jolles, J., & van der Schoot, M. (2016). Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00191

Brevik, L. M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2. Reading and writing, 32(9), 2281-2310.

Çam, Z., Eşkisu, M., Kardaş, F., Saatçioğlu, Ö., & Gelibolu, S. (2020). The Mediating Role Of Self-Efficacy In The Relationship Between Problem Solving And Hope. Participatory Educational Research, 47–58. https://doi.org/10.17275/per.20.4.7.1

Catarino, P., Vasco, P., Lopes, J., Silva, H., & Morais, E. (2019). Cooperative learning on promoting creative thinking and mathematical creativity in higher education. REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educacion, 17(3), 5-22.

Cho, M. K., & Kim, M. K. (2020). Investigating Elementary Students’ Problem Solving and Teacher Scaffolding in Solving an Ill-Structured Problem. International Journal of Education in Mathematics, Science and Technology, 8(4), 274. https://doi.org/10.46328/ijemst.v8i4.1148

Clements, D. H., & Sarama, J. (2011). Early Childhood Mathematics Intervention. Science, 333(6045), 968–970. https://doi.org/10.1126/science.1204537

Daly, I., Bourgaize, J., & Vernitski, A. (2019). Mathematical mindsets increase student motivation: Evidence from the EEG. Trends in Neuroscience and Education, 15, 18-28. https://doi.org/10.1016/j.tine.2019.02.005

Demirel, M., Derman, I., & Karagedik, E. (2015). A Study on the Relationship between Reflective Thinking Skills towards Problem Solving and Attitudes towards Mathematics. Procedia - Social and Behavioral Sciences, 197, 2086–2096. https://doi.org/10.1016/j.sbspro.2015.07.326

Di Leo, I., Muis, K. R., Singh, C. A., & Psaradellis, C. (2019). Curiosity… Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving. Contemporary educational psychology, 58, 121-137. https://doi.org/10.1016/j.cedpsych.2019.03.001

Evans, T., Thomas, M. O. J., & Klymchuk, S. (2021). Non-routine problem solving through the lens of self-efficacy. Higher Education Research & Development, 40(7), 1403–1420. https://doi.org/10.1080/07294360.2020.1818061

Flores, M. M., Hinton, V. M., & Burton, M. E. (2016). Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction. Preventing School Failure: Alternative Education for Children and Youth, 60(4), 345–355. https://doi.org/10.1080/1045988X.2016.1164117

Fomina, T. (2017). Self-Regulation, Math Self-Efficacy, Math Interest and Mathematics Achievement. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(6), 33–40. https://doi.org/10.18844/prosoc.v4i6.2909

Fraenkel, J.R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill College.

Fülöp, É. (2021). Developing Problem-Solving Abilities by Learning Problem-Solving Strategies: An Exploration of Teaching Intervention in Authentic Mathematics Classes. Scandinavian Journal of Educational Research, 65(7), 1309–1326. https://doi.org/10.1080/00313831.2020.1869070

Geary, D. C. (2013). Early Foundations for Mathematics Learning and Their Relations to Learning Disabilities. Current Directions in Psychological Science, 22(1), 23–27. https://doi.org/10.1177/0963721412469398

Genc, M., & Erbas, A. K. (2019). Secondary mathematics teachers’ conceptions of mathematical literacy. International Journal of Education in Mathematics, Science and Technology, 7(3), 222-237. https://ijemst.org/index.php/ijemst/article/view/611

Gokbulut, Y., & Kus, S. (2019). Cartoon to solve teaching problem on mathematics. International Journal of Evaluation and Research in Education (IJERE), 8(1), 145. https://doi.org/10.11591/ijere.v8i1.17609

Grežo, M., & Sarmány-Schuller, I. (2018). Do emotions matter? The relationship between math anxiety, trait anxiety, and problem solving ability. Studia Psychologica, 60(4), 226-244.

Gurat, M. G. (2018). Mathematical problem-solving strategies among student teachers. Journal on Efficiency and Responsibility in Education and Science, 11(3), 53–64. https://doi.org/10.7160/eriesj.2018.110302

Guven, B., & Cabakcor, B. O. (2013). Factors influencing mathematical problem-solving achievement of seventh grade Turkish students. Learning and Individual Differences, 23, 131–137. https://doi.org/10.1016/j.lindif.2012.10.003

Hadianto, D., Damaianti, V. S., Mulyati, Y., & Sastromiharjo, A. (2021). Does reading comprehension competence determine level of solving mathematical word problems competence?. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012049). IOP Publishing.

Harangus, K. (2019). Examining the relationships between problem-solving and reading comprehension skills. New Trends and Issues Proceedings on Humanities and Social Sciences, 6(5), 66-74.

Hoffman, B. (2010). “I think I can, but I’m afraid to try”: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20(3), 276–283. https://doi.org/10.1016/j.lindif.2010.02.001

Huang, S. Y., Kuo, Y. H., & Chen, H. C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681. https://doi.org/10.1016/j.tsc.2020.100681

Hunt, C. W., Wilder, B., Steele, M. M., Grant, J. S., Pryor, E. R., & Moneyham, L. (2012). Relationships Among Self-Efficacy, Social Support, Social Problem Solving, and Self-Management in a Rural Sample Living With Type 2 Diabetes Mellitus. Research and Theory for Nursing Practice, 26(2), 126–141. https://doi.org/10.1891/1541-6577.26.2.126

Irfan, M. (2017). Analisis Kesalahan Siswa dalam Pemecahan Masalah Berdasarkan Kecemasan Belajar Matematika. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(2), 143–149. https://doi.org/10.15294/kreano.v8i2.8779

Isam, A. (2020). Investigating the Development of Pre-Service Teachers’ Problem-Solving Strategies via Problem-Solving Mathematics Classes. European Journal of Educational Research, 9(1), 129–141. https://doi.org/10.12973/eu-jer.9.1.129

Jiang, R., Liu, R., Star, J., Zhen, R., Wang, J., Hong, W., Jiang, S., Sun, Y., & Fu, X. (2021). How mathematics anxiety affects students’ inflexible perseverance in mathematics problem‐solving: Examining the mediating role of cognitive reflection. British Journal of Educational Psychology, 91(1), 237–260. https://doi.org/10.1111/bjep.12364

Jitendra, A. K., Griffin, C. C., McGoey, K., Gardill, M. C., Bhat, P., & Riley, T. (1998). Effects of Mathematical Word Problem Solving by Students At Risk or With Mild Disabilities. The Journal of Educational Research, 91(6), 345–355. https://doi.org/10.1080/00220679809597564

Jones, I., Swan, M., & Pollitt, A. (2015). Assessing Mathematical Problem Solving Using Comparative Judgement. International Journal of Science and Mathematics Education, 13(1), 151–177. https://doi.org/10.1007/s10763-013-9497-6

Karasel, N., Ayda, O., & Tezer, M. (2010). The relationship between mathematics anxiety and mathematical problem solving skills among primary school students. Procedia-Social and Behavioral Sciences, 2(2), 5804-5807. https://doi.org/10.1016/j.sbspro.2010.03.946

Kojo, A., Laine, A., & Näveri, L. (2018). How did you solve it? – Teachers’ approaches to guiding mathematics problem solving. Lumat: International Journal of Math, Science and Technology Education, 6(1). https://doi.org/10.31129/LUMAT.6.1.294

Krapp, A. (2002). Structural and dynamic aspects of interest development: theoretical considerations from an ontogenetic perspective. Learning and Instruction, 12(4), 383–409. https://doi.org/10.1016/S0959-4752(01)00011-1

Krapp, A., & Prenzel, M. (2011). Research on Interest in Science: Theories, methods, and findings. International Journal of Science Education, 33(1), 27–50. https://doi.org/10.1080/09500693.2010.518645

Krulik, S., & Rudnick, J. A. (1998). Problem solving: A handbook for teachers (2. B.). Allyn and Bacon.

Kurniawati, A. D., Juniati, D., & Abadi, A. (2022, July). The impact of beliefs on motivation and mathematical problem-solving in prospective teacher with different personality types. In AIP Conference Proceedings (Vol. 2577, No. 1). AIP Publishing. https://doi.org/10.1063/5.0096026

Lai, Y., Zhu, X., Chen, Y., & Li, Y. (2015). Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning Difficulties. PLOS ONE, 10(6), e0130570. https://doi.org/10.1371/journal.pone.0130570

Lau, K.-L. (2006). Reading strategy use between Chinese good and poor readers: a think-aloud study. Journal of Research in Reading, 29(4), 383–399. https://doi.org/10.1111/j.1467-9817.2006.00302.x

Li, L., Zhou, X., Gao, X., & Tu, D. (2020). The development and influencing factors of Kindergarteners’ mathematics problem solving based on cognitive diagnosis assessment. ZDM, 52(4), 677–690. https://doi.org/10.1007/s11858-020-01153-x

Liljedahl, P., Santos-Trigo, M., Malaspina, U., & Bruder, R. (2016). Problem solving in mathematics education. Springer Nature. https://doi.org/https://doi.org/10.1007/978-3-319-40730-2_1

Marchiş, I. (2013). Relation between students’ attitude towards mathematics and their problem solving skills. PedActa, 3(2), 59–66.

McMillan, J. W., & Schumacher, S. (2014). Research in education: Evidence-based inquiry (Seventh Edition). Pearson.

Miller, J. (2019). STEM education in the primary years to support mathematical thinking: Using coding to identify mathematical structures and patterns. ZDM Mathematics Education 51, 915–927. https://doi.org/10.1007/s11858-019-01096-y

Nasrullah, N., Johar, R., & Munzir, S. (2019). Kemampuan Pemecahan Masalah dan Keyakinan Calon Guru dalam Menyelesaikan Soal Pemecahan Masalah. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(3), 346. https://doi.org/10.17977/jptpp.v4i3.12110

NCTM. (2000). Principles and Standards for School Mathematics. In School Science and Mathematics.

Nicolas, C. A. T., & Emata, C. Y. (2018). An integrative approach through reading comprehension to enhance problem solving skills of Grade 7 mathematics students. International Journal of Innovation in Science and Mathematics Education, 26(3), 40–64. https://openjournals.library.usyd.edu.au/index.php/CAL/article/view/12497

Office for Standards in Education (Ofsted). (2012). Mathematics: Made to measure. (Report No.110159). Author.

Organisation for Economic Co-operation and Development. (2010). PISA 2009 results: learning trends: changes in student performance since 2000 (Vol. V). OECD.

Özdemir, A. Ş., & Sertsöz, T. (2006). The effect of reading comprehension ability on the mathematics achievement. Marmara University Journal of Educational Sciences, 23(23), 237–257. https://dergipark.org.tr/en/pub/maruaebd/issue/384/2443

Ozkan, G., & Umdu Topsakal, U. (2021). Exploring the effectiveness of STEAM design processes on middle school students’ creativity. International Journal of Technology and Design Education, 31, 95-116.

Öztürk, M., Akkan, Y., & Kaplan, A. (2020). Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students’ non-routine Mathematics problem-solving skills in Turkey. International Journal of Mathematical Education in Science and Technology, 51(7), 1042–1058. https://doi.org/10.1080/0020739X.2019.1648893

Ozturk, T., & Guven, B. (2016). Evaluating Students’ Beliefs in Problem Solving Process: A Case Study. EURASIA Journal of Mathematics, Science and Technology Education, 12(3). https://doi.org/10.12973/eurasia.2016.1208a

Peng, A., Cao, L., & Yu, B. (2020). Reciprocal Learning in Mathematics Problem Posing and Problem Solving: An Interactive Study between Canadian and Chinese Elementary School Students. Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1913. https://doi.org/10.29333/ejmste/9130

Pimta, S., Tayraukham, S., & Nuangchalerm, P. (2009). Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students. Journal of Social Sciences, 5(4), 381–385. https://files.eric.ed.gov/fulltext/ED506983.pdf

Polya, G. (2004). How to solve it: A new aspect of mathematical method. Princeton university press. https://books.google.com/books?hl=id&lr=&id=z_hsbu9kyQQC&oi=fnd&pg=PP2&dq=How+to+Solve+It&ots=oZlKRqpTS8&sig=y2aoI8syqFgLoV1ZOcfK4GDly0I

Prendergast, M., Breen, C., Bray, A., Faulkner, F., Carroll, B., Quinn, D., & Carr, M. (2018). Investigating secondary students beliefs about mathematical problem-solving. International Journal of Mathematical Education in Science and Technology, 49(8), 1203–1218. https://doi.org/10.1080/0020739X.2018.1440325

Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., & Beilock, S. L. (2016). On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies. Journal of Experimental Child Psychology, 141, 83–100. https://doi.org/10.1016/j.jecp.2015.07.014

Riyanto, O. R., & Mariani, S. (2019). Mathematics critical thinking reviewed from self-efficacy and motivation of learning in arias learning. Journal of Primary Education, 8(5), 243-250. https://journal.unnes.ac.id/sju/index.php/jpe/article/view/32690

Rotgans, J. I., & Schmidt, H. G. (2017). The Role of Interest in Learning: Knowledge Acquisition at the Intersection of Situational and Individual Interest. In The Science of Interest (pp. 69–93). Springer International Publishing. https://doi.org/10.1007/978-3-319-55509-6_4

Rott, B. (2020). Teachers’ Behaviors, Epistemological Beliefs, and Their Interplay in Lessons on the Topic of Problem Solving. International Journal of Science and Mathematics Education, 18(5), 903–924. https://doi.org/10.1007/s10763-019-09993-0

Russo, J., Bobis, J., Downton, A., Livy, S., & Sullivan, P. (2021). Primary teacher attitudes towards productive struggle in mathematics in remote learning versus classroom-based settings. Education Sciences, 11(2), 35. https://doi.org/10.3390/educsci11020035

Saunders, A. F., Spooner, F., & Ley Davis, L. (2018). Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems. Remedial and Special Education, 39(1), 53–64. https://doi.org/10.1177/0741932517717042

Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice. The Mathematics Enthusiast, 10(1), 9–34. https://scholarworks.umt.edu/tme/vol10/iss1/3/

Simsek, I., Uygun, T., & Güner, P. (2020). Problem-Solving Performance and Mathematics Achievement: The Mediating Role of Eye Tracking Measurements. International Online Journal of Education and Teaching, 7(3), 1111–1124. https://app.trdizin.gov.tr/publication/paper/detail/TXpjMk5URXlNZz09

Singh, K., Granville, M., & Dika, S. (2002). Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement. The Journal of Educational Research, 95(6), 323–332. https://doi.org/10.1080/00220670209596607

Smith, J. M., & Mancy, R. (2018). Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean by collaborative metacognition? Research in Mathematics Education, 20(1), 14–36. https://doi.org/10.1080/14794802.2017.1410215

Soesanto, R. H., & Dirgantoro, K. P. S. (2021). Kemampuan Pemecahan Masalah Mahasiswa pada Kalkulus Integral Dilihat dari Keyakinan dan Pengetahuan Awal Matematis. Jurnal Elemen, 7(1), 117–129. https://doi.org/10.29408/jel.v7i1.2899

Soto, C., Gutiérrez de Blume, A. P., Jacovina, M., McNamara, D., Benson, N., & Riffo, B. (2019). Reading comprehension and metacognition: The importance of inferential skills. Cogent Education, 6(1), 1565067. https://doi.org/10.1080/2331186X.2019.1565067

Star, J. R., & Rittle-Johnson, B. (2009). It pays to compare: An experimental study on computational estimation. Journal of Experimental Child Psychology, 102(4), 408–426. https://doi.org/10.1016/j.jecp.2008.11.004

Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st Century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(1), 39. https://doi.org/10.1186/s40594-019-0192-1

Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability, 12(23), 10113. https://doi.org/10.3390/su122310113

Ulu, M. (2017). The Effect of Reading Comprehension and Problem Solving Strategies on Classifying Elementary 4th Grade Students with High and Low Problem Solving Success. Journal of Education and Training Studies, 5(6), 44. https://doi.org/10.11114/jets.v5i6.2391

Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: A survey. ZDM Mathematics Education 52, 1–16. https://doi.org/10.1007/s11858-020-01130-4

Vilenius‐Tuohimaa, P. M., Aunola, K., & Nurmi, J. (2008). The association between mathematical word problems and reading comprehension. Educational Psychology, 28(4), 409–426. https://doi.org/10.1080/01443410701708228

Williams, K., & Williams, H. (2021). Mathematics problem-solving homework as a conduit for parental involvement in learning. Evaluation of a pilot study. Educational Review, 73(2), 209–228. https://doi.org/10.1080/00131911.2019.1566210

Wilson, J. W., Fernandez, M. L., & Hadaway, N. (2011). Mathematical Problem Solving. The University of Georgia. http://jwilson.coe.uga.edu/emt725/PSsyn/Pssyn.html

Yaniawati, R. P., Indrawan, R., & Setiawan, G. (2019). Core Model on Improving Mathematical Communication and Connection, Analysis of Students' Mathematical Disposition. International Journal of Instruction, 12(4), 639-654. https://eric.ed.gov/?id=EJ1230111

Zhang, D., & Wang, C. (2020). The relationship between mathematics interest and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety. International Journal of Educational Research, 104, 101648. https://doi.org/10.1016/j.ijer.2020.101648

Downloads

Published

2023-12-02

How to Cite

Nahdi, D. S., Cahyaningsih, U. ., Jatisunda, M. G. ., & Rasyid, A. . (2023). Mathematics Interest and Reading Comprehension as Correlates of Elementary Students’ Mathematics Problem-Solving Skills. Edukasiana: Jurnal Inovasi Pendidikan, 3(1), 115–127. https://doi.org/10.56916/ejip.v3i1.510

Issue

Section

Articles