Metacognitive Reading Strategies and Mathematical Word Problem–Solving in PISA: Related but Confounded

• In Event: Division C Section 1C: The Role of Language in Mathematics Educations

Abstract

Reading literacy and metacognitive strategies are pivotal factors for solving mathematical word problems. However, it has not been previously investigated whether metacognitive reading strategies are uniquely related to word problem solving when controlling for reading literacy. In the present study, we reanalyzed international data from the 2018 PISA study. Linear regressions with n = 237390 students showed that the moderate relation between metacognitive knowledge about reading strategies and mathematical literacy almost completely disappeared when they were considered simultaneously with reading literacy. In contrast, the relationship between reading and mathematics literacy remained unaffected when controlled for metacognitive reading strategies. We therefore argue that reading literacy should be taken into account when considering metacognitive reading strategies for solving mathematical word problems.

Authors

• Anselm Robert Strohmaier, Technical University of Munich

• Poldi Kuhl, Leuphana University - Lueneburg

• Anja Schiepe-Tiska, Technische Universität München