An investigation of the relationship between the ability to read and comprehend and mathematical skills

Factors influencing performance on the common final in a Finite Mathematics course at American University were studied. The quantitative part of the research concluded that the way in which the questions were stated significantly helped students to answer them correctly. The qualitative part of the study, namely interviews with students in the course, showed that the native language of the students appeared not to be a factor in understanding mathematical language, that there was little relation between problems as stated on the exam and what the students had been taught, and that the students' grasp of the underlying concepts was poor. If students are expected to learn the concepts taught in Finite Mathematics, more emphasis should be placed on teaching mathematics language and vocabulary, with attention to the basic concepts. Problems must be clearly stated in a way that the students can understand. Students need practice translating concepts into formulas and conversely; instructors need to make the concepts and problems relevant to the students. Students should be given the opportunity to express their understanding of mathematic concepts orally and in writing through class participation or small group work.