Association Between Readability and Topic of Mathematics Word Problems and Performance on Large-Scale Assessments

• In Event: 70.025 - Understanding the Role Participation and Communication Play in Mathematical Understanding

Abstract

Educational research in the United States has suggested that mathematics word problems are notoriously difficult; however they are prevalent in curriculum, instruction, and assessment. We examine factors of difficulty of mathematics word problems that are related to the problem’s verbal language – the nonmathematical characteristics like number of sentences, cohesiveness of the text, real world topic, and use of pronouns. We use two computerized text analysis tools to analyze the readability and topic of released problems from the NAEP and TIMSS, and relate these factors to U.S. student performance. Results showed that familiar words and pronouns were associated with higher performance, while second-person pronouns and longer story texts were associated with lower performance. International comparisons are also discussed.

Authors

• Candace A. Walkington, Southern Methodist University

• Virginia E. Clinton, University of North Dakota

• Pooja Shivraj, Southern Methodist University

• Paul Yovanoff, Southern Methodist University