Mathematical Reading Strategies as Predictors of Mathematical Literacy and Mathematical Problem-Solving Ability
DOI:
https://doi.org/10.26594/jmpm.v11i1.6741Abstract
This study aimed to examine whether mathematical reading strategies could predict students’ mathematical literacy and mathematical problem-solving ability, both individually and simultaneously. The study employed a quantitative approach with an ex post facto design. The sample consisted of 31 eighth-grade students from a public junior high school in Gudo, Indonesia, selected through convenience sampling. Mathematical reading strategies were measured using a questionnaire integrating the Revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R) and Shepherd and van de Sande’s mathematical reading framework. Mathematical literacy and problem-solving ability were measured using the same constructed-response task on systems of linear equations in two variables, with separate scoring rubrics. Data were analyzed using regression analyses and multivariate regression with Wilks’ Lambda. The results showed that mathematical reading strategies significantly predicted mathematical literacy (p < 0.001) and problem-solving ability (p < 0.001). Simultaneously, mathematical reading strategies significantly predicted both outcomes (p < 0.001).
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