Relations Between Reading Comprehension, Quantitative Reasoning Problem Solving and Executive Functions

Abstract:

This research aimed to verify the relations between the performance of 5th graders in tasks of quantitative reasoning problem solving, reading and executive functions. Furthermore, the presence of the consistency effect was verified, which relates to the agreement between the wording of the mathematical problem and the operation required to solve it. The results evidenced relations (Spearman correlation) between the following tasks: problem solving, word recognition and reading comprehension, thus indicating the important role of inferences. Significant correlations were also demonstrated between measures of executive functions, reading comprehension and problem solving, with an emphasis on working memory. The consistency effect was found (Wilcoxon comparison), showing that problems in which language is consistent with the operation involved are easier to solve than problems with inconsistent language.

Keywords:
Elementary school; Problem solving; Mathematical logical reasoning; Comprehensive reading; Cognitive consistency.