The thesis reports on a mixed methods study investigating the integrated process of comprehending and solving multistep arithmetic word problems focusing on: (1) the interaction between reading comprehension and mathematical proficiency; (2) students’ strategy use when solving word problems; (3) scaffolding patterns observed when students’ word problem solving was scaffolded by a more competent other.
The two approaches comprised: 1) analysis of a task-based interview with Grade 8 students (N = 19) working on a collection of eight multistep arithmetic word problems. Students were scaffolded when their problem solving came to a stop; 2) correlation analysis and analysis of answer patterns on national tests in reading comprehension and numeracy for a national sample of Grade 8 students (N = 1,264 and N = 19).
A positive relationship was observed between students’ reading comprehension level and multistep arithmetic word problem solving. However, students at all ability levels made processing errors: Many students struggled with relational statements or directly translated keywords when attempting to comprehend word problems. Below-average numeracy students were found to work with erroneous or simplified situation models for all non-scaffolded word problem solutions. They needed scaffolding to execute basic operations, including informal methods and it is probable that they often removed from the problem context working on regarding the numbers only. Proficient students primarily required scaffolding to help monitor solving unfamiliar word problems. They knew when a word problem was appropriately comprehended. Analysis of answer patterns indicated that students with above-average numeracy skills and below-average reading skills compensated for low reading comprehension by recognizing stereotype word problems to a larger extent than other above-average numeracy students. However, they frequently overused keywords.
The research was conducted at the Department of Special Needs Education, Faculty of Educational Research, University of Oslo.