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
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
APA
Vancouver
Bibtex
}
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 -