Students’ Learning Patterns in Using the Web-based Summary Box to Improve Their Math Word Problem Solving

Seoyeon Park


This study identifies predictors of student achievement in word problem solving after learning math content in a web-based learning environment that incorporates reading scaffolds. We focused on student use of the self-summary box tool and its power to predict success or failure in math word problem solving. We employed a decision tree model, finding that students’ commitment to learning can be a more crucial factor than reading skills in math word problem solving when students use web-based reading scaffolds.

Full Text:




  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © SCHOLINK INC.   ISSN 2573-0401 (Print)    ISSN 2573-041X (Online)