Supporting Students’ Mathematics Word-Problem Solving Achievement within a Computer Story Context: High and Low Readers
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Nilgun Gunbas
[1]
;
Charles K. Kinzer
[2]
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[1] Kafkas University
Kafkas University
Turquía
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[2] Columbia University
Columbia University
Estados Unidos
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 57, Nº. 3, 2026, págs. 521-547
- Idioma: inglés
- DOI: 10.1080/0020739X.2025.2454612
- Texto completo no disponible (Saber más ...)
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Resumen
This study examined a story in which mathematics word problems were embedded in the context of students’ mathematics word problem-solving achievement. This story was presented on the computer and paper. Students (n = 115) were grouped based on their reading abilities as high and low readers. They were then randomly assigned to story groups where they solved the same mathematics word problems in computer-story, paper-story, and non-story conditions. Upon completing the treatments, the students in the story groups answered story-related questions to reveal their story comprehension. The results suggested that the computer-story intervention, in which mathematics word problems were embedded, was significantly more helpful for high readers than for low readers. High readers solved the problems within the computer story better than the low readers. The low readers’ problem-solving in computer story vs. paper story did not differ. Implications were presented based on the students’ story comprehension results.
