In this study we analysed the effect of elementary school students’ reading fluency and basic operational fluency levels on their mathematics problem-solving skills. A quasi-experimental design with pre-test and post-test paired control groups was used in the study. The study group consisted of 49 third-grade elementary school students. As a result of the analysis, it was revealed that the reading fluency and basic operational fluency activities used in the study significantly increased the students’ reading fluency and basic operational fluency levels. The results of the study show that elementary school students’ reading fluency levels significantly predicted their mathematics problem-solving skills (33%). Similarly, it was observed that elementary school students’ basic operational fluency levels significantly predicted their mathematics problem-solving skills (46%). It was also found that elementary school students’ reading fluency and basic operational fluency levels jointly predicted their mathematics problem-solving skills (50%) at a higher level. In conclusion, the findings of this study underscore the critical role of reading fluency and basic operational fluency in shaping elementary school students’ mathematics problem solving abilities, emphasising the importance of integrating targeted interventions to enhance these skills at an early stage of education.

https://doi.org/10.15700/saje.v46n1a2621

ORCiD iDs of authors:
Murat Şahin - https://orcid.org/0000-0001-8960-5636
İrfan Başkurt – https://orcid.org/0000-0003-0690-816X
Yasemin Deringöl - https://orcid.org/0000-0003-3030-7049