The Influence of Reading Comprehension and Fluency on Science and Maths Reasoning in Pre-service Primary Education Teachers

Authors

  • Juan Carlos Sánchez Huete Doctor en Filosofía y Ciencias de la Educación. Profesor en el CES Don Bosco
  • Gregorio Pérez Bonet Doctor en Psicología Social. Profesor en el CES Don Bosco
  • David Méndez Coca Doctor en Educación. Profesor en la Universidad Autónoma de Madrid
  • Antonio Rodríguez López Doctor en Filosofía. Profesor en el CES Don Bosco
  • Marta Martín Nieto Licenciada en Matemáticas. Profesora en el CES Don Bosco

Keywords:

reading comprehension, reading fluency, scientific reasoning, mathematical reasoning

Abstract

According to the results from the last PISA report, scientific and mathematic education in Spain does not show outstanding results regarding the solution of scientific or mathematic problems. Why is this happening then? The research presented in this paper aims to establish a connection between the reading comprehension and fluency of pre-service Primary Education teachers and their ability for reasoning in the fields of science and maths. The main purpose is to measure the reading comprehension, the reading fluency and the reasoning capacity in a sample of 198 university students from Madrid who are doing their initial teacher training in Primary Education.

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Núm. 40 - Abril 2019

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Published

2019-04-01

How to Cite

Sánchez Huete, J. C., Pérez Bonet, G., Méndez Coca, D., Rodríguez López, A., & Martín Nieto, M. (2019). The Influence of Reading Comprehension and Fluency on Science and Maths Reasoning in Pre-service Primary Education Teachers. Educación Y Futuro: Revista De Investigación Aplicada Y Experiencias Educativas, (40), 109–133. Retrieved from https://educacionyfuturo.com/article/view/8030

Issue

No. 40 (2019): Hacia una didáctica efectiva de las ciencias y las matemáticas

Section

Tema central