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Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks: The Impact of Linguistic Complexity, Cognitive Factors, and Social Background

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks: The Impact of Linguistic Complexity, Cognitive Factors, and Social Background. / Klotz, Eileen; Ehmke, Timo; Leiss, Dominik.
In: European Journal of Educational Research, Vol. 14, No. 1, 15.01.2025, p. 23-39.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Klotz, E, Ehmke, T & Leiss, D 2025, 'Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks: The Impact of Linguistic Complexity, Cognitive Factors, and Social Background', European Journal of Educational Research, vol. 14, no. 1, pp. 23-39. https://doi.org/10.12973/eu-jer.14.1.23

APA

Klotz, E., Ehmke, T., & Leiss, D. (2025). Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks: The Impact of Linguistic Complexity, Cognitive Factors, and Social Background. European Journal of Educational Research, 14(1), 23-39. https://doi.org/10.12973/eu-jer.14.1.23

Vancouver

Klotz E, Ehmke T, Leiss D. Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks: The Impact of Linguistic Complexity, Cognitive Factors, and Social Background. European Journal of Educational Research. 2025 Jan 15;14(1):23-39. doi: 10.12973/eu-jer.14.1.23

Bibtex

@article{3b75c761ee59461781d6fa8312dc6c52,
title = "Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks: The Impact of Linguistic Complexity, Cognitive Factors, and Social Background",
abstract = "Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics and cognitive factors can influence task performance, this study aims to determine whether text comprehension mediates the relationship between these factors and competence in solving reality-based tasks. Additionally, it examines the impact of systematic linguistic variation in texts. Using an experimental design, 428 students completed three reality-based tasks (word count: M = 212.4, SD = 19.7) with different linguistic complexities as part of a paper-pencil test. First, students answered questions about the situation-related text comprehension of each text, followed by a mathematical question to measure their competence in solving reality-based tasks. The results indicate that: a) Tasks with texts of lower linguistic complexity have a significantly higher solution rate for both text comprehension (d = 0.189) and mathematical tasks (d = 0.119). b) Cognitive factors are significant predictors of mathematical solutions. c) Text comprehension mediates the relationship between the impact of students{\textquoteright} cultural resources and cognitive factors and their competence to solve reality-based tasks. These findings highlight the importance of linguistic complexity for mathematical outcomes and underscore the need to reinforce text comprehension practice in mathematical education owing to its mediating role.",
keywords = "Experimental design, language in mathematics, linguistic complexity, mediation analysis, reality-based tasks, Empirical education research, Mathematics, Didactics of Mathematics",
author = "Eileen Klotz and Timo Ehmke and Dominik Leiss",
note = "Publisher Copyright: {\textcopyright} 2025 The Author(s).",
year = "2025",
month = jan,
day = "15",
doi = "10.12973/eu-jer.14.1.23",
language = "English",
volume = "14",
pages = "23--39",
journal = "European Journal of Educational Research",
issn = "2165-8714",
publisher = "Eurasian Society of Educational Research",
number = "1",

}

RIS

TY - JOUR

T1 - Text Comprehension as a Mediator in Solving Mathematical Reality-Based Tasks

T2 - The Impact of Linguistic Complexity, Cognitive Factors, and Social Background

AU - Klotz, Eileen

AU - Ehmke, Timo

AU - Leiss, Dominik

N1 - Publisher Copyright: © 2025 The Author(s).

PY - 2025/1/15

Y1 - 2025/1/15

N2 - Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics and cognitive factors can influence task performance, this study aims to determine whether text comprehension mediates the relationship between these factors and competence in solving reality-based tasks. Additionally, it examines the impact of systematic linguistic variation in texts. Using an experimental design, 428 students completed three reality-based tasks (word count: M = 212.4, SD = 19.7) with different linguistic complexities as part of a paper-pencil test. First, students answered questions about the situation-related text comprehension of each text, followed by a mathematical question to measure their competence in solving reality-based tasks. The results indicate that: a) Tasks with texts of lower linguistic complexity have a significantly higher solution rate for both text comprehension (d = 0.189) and mathematical tasks (d = 0.119). b) Cognitive factors are significant predictors of mathematical solutions. c) Text comprehension mediates the relationship between the impact of students’ cultural resources and cognitive factors and their competence to solve reality-based tasks. These findings highlight the importance of linguistic complexity for mathematical outcomes and underscore the need to reinforce text comprehension practice in mathematical education owing to its mediating role.

AB - Successfully solving reality-based tasks requires both mathematical and text comprehension skills. Previous research has shown that mathematical tasks requiring language proficiency have lower solution rates than those that do not, indicating increased difficulty through textual input. Therefore, it is plausible to assume that a lack of text comprehension skills leads to performance problems. Given that different sociodemographic characteristics and cognitive factors can influence task performance, this study aims to determine whether text comprehension mediates the relationship between these factors and competence in solving reality-based tasks. Additionally, it examines the impact of systematic linguistic variation in texts. Using an experimental design, 428 students completed three reality-based tasks (word count: M = 212.4, SD = 19.7) with different linguistic complexities as part of a paper-pencil test. First, students answered questions about the situation-related text comprehension of each text, followed by a mathematical question to measure their competence in solving reality-based tasks. The results indicate that: a) Tasks with texts of lower linguistic complexity have a significantly higher solution rate for both text comprehension (d = 0.189) and mathematical tasks (d = 0.119). b) Cognitive factors are significant predictors of mathematical solutions. c) Text comprehension mediates the relationship between the impact of students’ cultural resources and cognitive factors and their competence to solve reality-based tasks. These findings highlight the importance of linguistic complexity for mathematical outcomes and underscore the need to reinforce text comprehension practice in mathematical education owing to its mediating role.

KW - Experimental design

KW - language in mathematics

KW - linguistic complexity

KW - mediation analysis

KW - reality-based tasks

KW - Empirical education research

KW - Mathematics

KW - Didactics of Mathematics

UR - http://www.scopus.com/inward/record.url?scp=85207859486&partnerID=8YFLogxK

U2 - 10.12973/eu-jer.14.1.23

DO - 10.12973/eu-jer.14.1.23

M3 - Journal articles

AN - SCOPUS:85207859486

VL - 14

SP - 23

EP - 39

JO - European Journal of Educational Research

JF - European Journal of Educational Research

SN - 2165-8714

IS - 1

ER -

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Adaptive learning support as a key element of innovative teaching in Germany

Lemmrich, S., Ehmke, T. & Reusser, K., 29.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Chi-Kin Lee, J. (eds.). Taylor and Francis Inc., p. 13-22 10 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

Effects of linguistic demands of reality-based mathematical tasks: discrepancy between teachers' expectations and students' performance

Ehmke, T., Leiss, D. & Heine, L., 10.06.2025, In: Frontiers in Education. 10, 13 p., 1528806.

Research output: Journal contributions › Journal articles › Research › peer-review

Enhancing pre-service teachers' well-being during long-term internships: The roles of self-efficacy, mentoring, and task-related sense of coherence

Homann, H.-S., Beckmann, T. & Ehmke, T., 07.02.2025, In: International Journal of Education and Practice. 13, 2, p. 566-586 21 p.

Research output: Journal contributions › Journal articles › Research › peer-review

Exploring pre- and in-service teachers’ (non-)critical cultural and multilingual awareness and responsiveness in classroom situations through voice-recorded video-based assessment

Kardel, L., Ehmke, T. & Lemmrich, S., 01.04.2025, In: Teaching and Teacher Education. 157, 14 p., 104962.

Research output: Journal contributions › Journal articles › Research › peer-review

German and Chinese perspectives on innovative teaching and classroom processes: An introduction

Ehmke, T. & Lee, J. C. K., 29.05.2025, Innovative Teaching and Classroom Processes: Research Perspectives from Germany and China. Ehmke, T. & Chi-Kin Lee, J. (eds.). 1 ed. Taylor and Francis Inc., p. 1-9 9 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

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