Linking reading comprehension and math problem solving: Teachers' views and instructional strategies

Abstract

This study aimed to determine Grade 6 teachers' perception of the relationship between reading comprehension and mathematical word problem-solving abilities of Grade 6 pupils in the Bucay District. This study employed a descriptive-correlational research design to explore the extent of association between reading comprehension and mathematical word problem solving. Descriptive statistics, mainly the weighted mean to summarize teachers' perception, and Pearson’s r correlation coefficient, were used to determine the relationship between reading comprehension and mathematical word problem solving. The population of the study included all 50 Grade 6 teachers currently teaching in public elementary schools within the Bucay District. The findings revealed that: teachers had always a consistent view in the improving the reading comprehension skills of their pupils by explicitly teaching them how to break down word problem and help them extract relevant data from math word problem; teachers view on the pupils’ ability to solve mathematical word problem is very high, emphasize that bridging reading and math improves critical thinking and assert that pupils should be assessed in both reading and math word problems.