Reading Maths

Published: May 9th, 2025

When I first blogged about the reading complexity of solving mathematical problems, I did not imagine that I would return to this topic: but my latest tutoring session has lifted this issue to the surface. Why? Because if reading comprehension remains the crucial key to solving mathematical problems, and therefore passing exams; then the reading is every bit as important as the maths. Three problems from my latest tutoring:

Problem 1: John sells 15 cakes on his stall. Each cake is decorated with a ribbon 18 cm in length. The ribbon is sold on rolls, each 1.2 metres long. Each roll costs 92p. How much does John pay for the ribbons on his cakes? 

Problem 2: Ali wants to convert £450 into dollars. £1 is worth 1.34 dollars. He receives 390 dollars. Is this correct? Explain your answer? 

Problem 3: Box A contains 48 books. Box B contain 75 books. Alice has read 5/6 of the books in Box A. She has read the same number of books in Box B. What fraction of the Box B books has she read? 

Three different problems, each needing careful thought. I explained to my student that the figures in these problems are there for a reason. 

For Problem 1, we began with multiplying the 15 cakes by 18 cm – to arrive at the total length of ribbon (270 cm). We then converted this to metres (2.7), to then work out how many rolls of 1.2m are needed (3). Finally, in order to answer the question, we multiplied 3 by 92p – £2.76. It helped that the information given for this problem is presented mainly in the order in which it needs to be thought about (15 cakes, each 18 cm..…). Yet the problem Involves more than one stage of computation:  multiplication, conversion from cm to m, working out where 2.7 fits within multiples of 1.2 (2 rolls is not enough, but 3 is more), followed by multiplication of cost per roll. Four stages altogether; not easy for students who struggle with reading comprehension.

The second problem appears easier, with less reading. But there is a trap! We began by asking the question: would Ali receive more or fewer dollars for his pounds? Given that each £1 is worth 1.34 dollars (even though each dollar is worth less) there would be more dollars. So even without working out the maths, the conversion is incorrect because Ali has received fewer dollars. The explanation is important, as examiners need to know the student’s logic and rationale for the decision.

What about the fraction question: with its sequence of stages? 1: find 5/6 of 48 = 40. 2: using this to create the fraction for box B, ie. 40/75. And stage 3: simplifying this fraction to 8/15.

Students with learning difficulties often struggle to think through these sequences. One way around this is to simply sketch the problem (eg. the 15 cakes and ribbons). Creating a visual image may help them to process their reading comprehension: by creating a clearer picture of what the brain is doing, thereby prompting each stage of the sequence. 

We must never underestimate the role of reading in maths. Whilst my student has acquired a speedy and excellent grasp of the computational basics, his difficulties lie in thinking out how to use his mathematical knowledge in the correct order to solve complex problems. So my plea is for all maths teachers to teach children how to reach inside mathematical problems: to recognise how key information is presented and how to use it in the correct order to solve problems.

Recognising sequence is just one of the aspects of reading comprehension referred to in my new book ‘Becoming a Reader.’ This book examines reading development from its beginnings (sounds and letters) through to the depths of comprehension that enable effective and efficient readers to assign meaning to what they read. So let’s get our children reading – and thinking in order to solve mathematical problems! 

« Back to Blog