The aim of this study was to examine the correlation between reading comprehension and word problem solving in mathematics. The study focuses on how linguistic inclusion or exclusion in primary classrooms affects students' performance in mathematics, mainly in the area of word problem solving. The search for articles have been made in the international databases ERIC and ERC with the keywords: mathematics, primary school, reading comprehension, mathematics education, primary education, primary classroom, reading skills, literacy. The selection of articles was made using a thematic content analysis described by Braun & Clarke (2006). The result shows that reading comprehension has a decisive role in understanding and navigating word problem solving assignments. The result also indicates that a collaboration between different abilities such as reading comprehension, reasoning ability, logical thinking and arithmetic skills were significant in the outcomes. There were several factors that could affect reading comprehension skills and thus the students' performance. Some of them were the design of the tasks, the students' linguistic background and the access to linguistic aids (Can, 2020; Boonen et al., 2016; Fuchs et al., 2018; Gomez et al., 2020; Patel et al., 2023; Sibanda & Graven, 2018).
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-65577 |
| Date | January 2024 |
| Creators | Povoa Berggren, Emma, Puric, My |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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