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

Abstract

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.