A Longitudinal Study of Early Math Skills, Reading Comprehension and Mathematical Problem Solving

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dc.authorid0000-0002-6622-3886en_US
dc.contributor.authorOzcan, Zeynep Cigdem
dc.contributor.authorDogan, Handan
dc.date.accessioned2024-07-12T21:52:46Z
dc.date.available2024-07-12T21:52:46Z
dc.date.issued2018en_US
dc.departmentMaltepe Üniversitesien_US
dc.description.abstractMathematical problem solving is regarded as the one of the important cognitive activities. Children are introduced with mathematical word problems that require reading and understanding in the first grade. Students have trouble with word problems in every level of education. For this reason, it is important to find the reasons for this issue in the first year of primary school. The purpose of this study is to find the relationship between mathematical problem solving with early math skills and reading comprehension. Specifically, the aim of this study is to determine which of these variables are most powerful in predicting mathematical problem solving performance. The panel research method as a type of longitudinal study was used in this study. The sample of this study consists of 185 first grades (66-84 month) students from a public elementary school in Istanbul. The measurement instruments are Bracken Basic Concept Scale: Expressive, reading comprehension questions and mathematics problem-solving questions. The final model implies that early math skills have direct effects on reading comprehension (beta=.34) and mathematical problem solving (beta=.45). Reading comprehension has a direct effect on mathematical problem solving (beta=.27). However, this effect is smaller than the effect of early math skills.en_US
dc.identifier.doi10.14527/pegegog.2018.001
dc.identifier.endpage17en_US
dc.identifier.issn2148-239X
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85038031884en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage1en_US
dc.identifier.trdizinid277218en_US
dc.identifier.urihttps://dx.doi.org/10.14527/pegegog.2018.001
dc.identifier.urihttps://hdl.handle.net/20.500.12415/8428
dc.identifier.volume8en_US
dc.identifier.wosWOS:000431831600002en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoenen_US
dc.publisherPEGEM AKAD YAYINCILIK EGITIM DANISMANLIK HIZMETLERI TIC LTD STIen_US
dc.relation.ispartofPEGEM EGITIM VE OGRETIM DERGISIen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKY03222
dc.subjectFirst gradeen_US
dc.subjectMathematical problem solvingen_US
dc.subjectEarly math skillsen_US
dc.subjectReading comprehensionen_US
dc.titleA Longitudinal Study of Early Math Skills, Reading Comprehension and Mathematical Problem Solvingen_US
dc.typeArticle
dspace.entity.typePublication

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