Language and Mathematics - Key Factors influencing the Comprehension Process in reality-based Tasks
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In: Mathematical Thinking and Learning, Vol. 21, No. 2, 03.04.2019, p. 131-153.
Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Language and Mathematics - Key Factors influencing the Comprehension Process in reality-based Tasks
AU - Leiß, Dominik
AU - Plath, Jennifer
AU - Schwippert, Knut
N1 - Publisher Copyright: © 2019, © 2019 Taylor & Francis.
PY - 2019/4/3
Y1 - 2019/4/3
N2 - Solving reality-based tasks is an important goal in mathematics instruction and is anchored in education standards determined by mathematical modeling skills. These tasks demand a serious examination of the real-world as well as text comprehension to successfully solve them. Therefore, this study empirically reconstructed the comprehension process during the solution of reality-based tasks and examined how it correlates with process-, person-, and task-related attributes. Fifty-five seventh graders using the Think Aloud Method solved reality-based tasks that were varied in their linguistic and situational complexity level. Their mathematical performance as well as their reading ability were measured. Based on detailed analyses of solution processes combined with the performance data, we point out the relevance of comprehension activities and empirically identify factors that influence the comprehension process.
AB - Solving reality-based tasks is an important goal in mathematics instruction and is anchored in education standards determined by mathematical modeling skills. These tasks demand a serious examination of the real-world as well as text comprehension to successfully solve them. Therefore, this study empirically reconstructed the comprehension process during the solution of reality-based tasks and examined how it correlates with process-, person-, and task-related attributes. Fifty-five seventh graders using the Think Aloud Method solved reality-based tasks that were varied in their linguistic and situational complexity level. Their mathematical performance as well as their reading ability were measured. Based on detailed analyses of solution processes combined with the performance data, we point out the relevance of comprehension activities and empirically identify factors that influence the comprehension process.
KW - Didactics of Mathematics
KW - Mathematical modelling tasks, comprehension process, situation model, reading ability
KW - Empirical education research
KW - Mathematical modelling tasks, comprehension process, situation model, reading ability
UR - http://www.scopus.com/inward/record.url?scp=85061454258&partnerID=8YFLogxK
U2 - 10.1080/10986065.2019.1570835
DO - 10.1080/10986065.2019.1570835
M3 - Journal articles
VL - 21
SP - 131
EP - 153
JO - Mathematical Thinking and Learning
JF - Mathematical Thinking and Learning
SN - 1098-6065
IS - 2
ER -