Interrelation of mental ability, reading achievement and problem-solving in mathematics
Our boys are weak in solving mathematical problems; all teachers are aware of this. But what are the causes of this weakness? Most teachers complain that students cannot read, cannot understand what the questions are, what information they have at hand, and so on. This certainly is not the only caus...
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| Format: | text |
| Language: | English |
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Animo Repository
1965
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| Online Access: | https://animorepository.dlsu.edu.ph/etd_masteral/6141 https://animorepository.dlsu.edu.ph/context/etd_masteral/article/13031/viewcontent/TG00016B_P.pdf |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | Our boys are weak in solving mathematical problems; all teachers are aware of this. But what are the causes of this weakness? Most teachers complain that students cannot read, cannot understand what the questions are, what information they have at hand, and so on. This certainly is not the only cause, nor is it necessarily the main cause.
This study seeks to answer the following questions: To what extent does solving mathematical problems depend on good comprehensive reading? To what extent does good comprehensive reading depend on the student's I.Q.? What is the correlation between I.Q., ability to read and understand, and mathematical achievement, especially problem solving?
A rapid survey of related literature was conducted to look into the correlation between reading abilities, scholastic achievement in general and mathematical performance in particular. To establish students' I.Q., the Otis quick scoring mental ability test-gamma test was administers and so is the School and college ability tests (SCAT) to measure the subjects' reading and computing abilities and the correlation between their achievements in both fields. |
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