Next Article in Journal
Modelling Tap Water Consumer Ratio
Next Article in Special Issue
Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study
Previous Article in Journal
Finite Element Study of MHD Impacts on the Rotating Flow of Casson Nanofluid with the Double Diffusion Cattaneo—Christov Heat Flux Model
Previous Article in Special Issue
Analysis of Factors Influencing Students’ Access to Mathematics Education in the Form of MOOC
Article

Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics

1
Department of Didactics of Mathematics, Universitat de València, Av. Tarongers 4, 46022 València, Spain
2
Computer Science Department, Universitat de València, Av. de la Universitat s/n, 46100 Burjassot, Spain
*
Authors to whom correspondence should be addressed.
Mathematics 2020, 8(9), 1556; https://doi.org/10.3390/math8091556
Received: 28 July 2020 / Revised: 3 September 2020 / Accepted: 4 September 2020 / Published: 10 September 2020
(This article belongs to the Special Issue Active Methodologies for the Promotion of Mathematical Learning)
Numerous studies have addressed the relationship between performance in mathematics problem-solving and reading comprehension in students of all educational levels. This work presents a new proposal to measure the complexity of arithmetic word problems through the student reading comprehension of the problem statement and the use of learning analytics. The procedure to quantify this reading comprehension comprises two phases: (a) the division of the statement into propositions and (b) the computation of the time dedicated to read each proposition through a technological environment that records the interactions of the students while solving the problem. We validated our approach by selecting a collection of problems containing mathematical concepts related to fractions and their different meanings, such as fractional numbers over a natural number, basic mathematical operations with a natural whole or fractional whole and the fraction as an operator. The main results indicate that a student’s reading time is an excellent proxy to determine the complexity of both propositions and the complete statement. Finally, we used this time to build a logistic regression model that predicts the success of students in solving arithmetic word problems. View Full-Text
Keywords: learning; reading comprehension; complexity; problem-solving; arithmetic word problems; fraction operator; technological environment learning; reading comprehension; complexity; problem-solving; arithmetic word problems; fraction operator; technological environment
Show Figures

Figure 1

MDPI and ACS Style

Sanz, M.T.; López-Iñesta, E.; Garcia-Costa, D.; Grimaldo, F. Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics. Mathematics 2020, 8, 1556. https://doi.org/10.3390/math8091556

AMA Style

Sanz MT, López-Iñesta E, Garcia-Costa D, Grimaldo F. Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics. Mathematics. 2020; 8(9):1556. https://doi.org/10.3390/math8091556

Chicago/Turabian Style

Sanz, Maria T., Emilia López-Iñesta, Daniel Garcia-Costa, and Francisco Grimaldo. 2020. "Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics" Mathematics 8, no. 9: 1556. https://doi.org/10.3390/math8091556

Find Other Styles
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop