DIFFERENCES IN COGNITIVE PROCESSES OF MATHEMATICS LOW ACHIEVERS WITH AND WITHOUT LOW READING ABILITIES WHEN SOLVING WORD PROBLEMS

Purpose This study investigated the differences in the cognitive processes of low achievers in mathematics with and without low reading abilities when solving word problems. Design/methodology/approach The think aloud method and structural interviews were adopted. The study participants were 30 low achievers in mathematics with low reading abilities (MLRL), 30 low achievers in mathematics with average reading abilities (ML-only), and 30 students with average mathematics and reading abilities (Normal). All of the participants were sixth graders. Their performance in problem translation, problem integration, solution planning and monitoring, and solution execution for word problems was assessed. Findings/results The results indicated that the MLRL group had difficulties in all aspects of solving word problems. The ML-only group encountered difficulties in solution planning and solution execution. The students’ poor performance in solution planning might be related to the insufficient schematic knowledge of mathematical concepts. Originality/value This study identified that the major difficulties faced by MLRL and ML-only students in word problem solving differed. This is valuable for learning diagnosis and supplemental instruction. Suggestions/implications The data collection procedure adopted in this study is recommended for use by teachers for assessment and diagnosis before supplemental instruction.