URDANETA CITY

UNIVERSITY
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College of Teacher Education

ACTION RESEARCH

IMPROVING MATHEMATICS WORD PROBLEM-SOLVING SKILLS USING

MATH VOCABULARY AND READING INSTRUCTION

LESLIE ANNE E. ESTANTINO

Researcher

PRESCILA I. MARCELO,EdD
Field Study Instructor

E486-E487

JANUARY 2023
I. Context and Rationale Study Background

Mathematical problem-solving is a central area of mathematics instruction,

constituting an important part of preparing students to function in modern society
(Gravemeijer et al., 2017). In fact, problem-solving instruction creates opportunities for
students to apply their knowledge of mathematical concepts, integrate and connect
isolated pieces of mathematical knowledge, and attain a deeper conceptual understanding
of mathematics as a subject (Lester and Cai, 2016). Some researchers suggest that
mathematics itself is a science of problem-solving and of developing theories and methods
for problem-solving (Hamilton, 2007; Davydov, 2008).

Problem-solving processes have been studied from different perspectives (Lesh and
Zawojewski, 2007). Problem-solving heuristics Pólya, (1948) has largely influenced our
perceptions of problem-solving, including four principles: understanding the problem,
devising a plan, carrying out the plan, and looking back and reflecting upon the suggested
solution. Schoenfield, (2016) suggested the use of specific problem-solving strategies for
different types of problems, which take into consideration metacognitive processes and
students’ beliefs about problem-solving. Further, models and modelling perspectives on
mathematics (Lesh and Doerr, 2003; Lesh and Zawojewski, 2007) emphasize the
importance of engaging students in model-eliciting activities in which problem situations
are interpreted mathematically, as students make connections between problem
information and knowledge of mathematical operations, patterns, and rules (Mousoulides
et al., 2010; Stohlmann and Albarracín, 2016).

Problem-solving is an important skill that one must have. Problem-solving in

mathematics helps students to experience how to solve daily life problems by applying
their mathematical knowledge and skill. Word problem-solving is one of the important
components of mathematical problem-solving and incorporates real-life problems and
applications (Azizah, Rohani, & Mokhtar, 2010). However, students cannot perform well
in the examination when it comes to word problem-solving questions. Word
problemsolving is an area of difficulty and frustration for a considerable number of
students (Bluman, 2005; Olga, 2010; Phonapichat et al., 2013; Verschaffel & Corte, 1993).
It can be seen on TIMSS and PISA results which were not good enough. Students face
difficulties to understand the mathematical language which lead to misconception. In
addition, students find it difficult to grasp the problem or some parts of it because of the
mathematical language.
There are many factors that affected students’ achievement in problem-solving.
One of the factors is teacher’s pedagogical ways of teaching. Teachers still remain central
to teaching and learning despite using various methods (Martin, Khaemba, & Chris, 2011
as cited in Han et al., 2013). Although there are many techniques and strategies existed
to help students with problem-solving, there are teachers who still use the old teaching
method and teacher-centered. Lack of conceptual understanding happened due to
inadequate exposure and use of thinking skills throughout the lesson. A teacher must
adapt to the teaching that responds to the strengths and needs of all pupils (Mooney et.al,
2014). The teacher has to consider the needs of the children with different learning styles
and abilities. Therefore, it is really important for teachers to change their ways of teaching
based on students’ needs and vary the strategies they taught to the students.
The aim of education is to acquire practical knowledge that is sensible and
meaningful for life’s purpose. Students are supposed to learn and have problem-solving
skills to be applied to their life. Problem-solving skills include analytical and critical thinking
skills. These skills will help students in many ways, especially in decision-making.
Problemsolving helps students to do reasoning in many aspects of life practice.
Throughout the process of problem-solving, students will use their skills to analyze,
brainstorm the solutions, determine the causes, evaluate possible strategies or solutions
to confront or solve the conflicts and in the end implement the most effective solution.
Mathematics is a potential medium to enhance the ability of students to engage in critical
thinking and mathematical thinking through mathematical problem-solving ((Moussavi,
1998; Osman, Abu, Mohammad, & Mokhtar, 2016). Mathematical problem-solving is one
of the basic skills that can be measured and enhanced by several methods and techniques
as well as the basic core in mathematics teaching and learning (Iyad & Aslan, 2015).
Visualization acts as one essential component in mathematics problem-solving.
Visualization triggers students’ imagination and deepens their understanding. It is not only
limited to help students to visualize the question but also help to improve their thinking
skill. By learning how to visualize the question, students can use this technique for another
topic with problem-solving at any level. Thus, understanding vocabulary plays a significant
role in general comprehension in many subject areas, including mathematics. There are
many well-established and effective approaches to teaching vocabulary across all subject
areas. The growth of mathematical proficiency depends on the teaching and learning of
the mathematical language. Learning mathematical vocabulary is a crucial component of
students' language development and, ultimately, of their mathematical aptitude.

II. Action Research Question

1. What is the mathematics performance of the learners' word problem-solving abilities

using mathematical vocabulary in the pretest and posttest?

2. Is there a significant difference in the mathematics performance of the learners'

word problem-solving abilities using mathematical vocabulary in the pretest and
posttest?

III. Propose Innovation, Intervention, and Strategy

First, we must teach students Mathematical vocabulary and mathematical languages

because the difficult part of solving word problems is understanding the problem,
especially the word which is shown in that problem. Not understanding certain words, one
of which may be the application of inappropriate mathematical operations.

Also, we need to apply Formative assessment feedback. Feedback on assignments

can assist students in setting goals taking responsibility for their learning and becoming
more independent in learning. Also, help students to understand the characteristics of
accurate and complete response. To ensure high-quality learning for all students,
assessment should become a routine part of classroom activities.

And also, it is important to have students monitor and reflect on their own work.
When we provide students with the time and place for reflection, we empower them as
learners and thinkers. Reflection on a lesson or on their own progress also allows them to
build skills in critical thinking that they can apply when they are solving problem and
learning on their own.

IV. Action Research Methods

The design of this research is an experimental research design. According to Ary

(2002), an experiment is a scientific investigation in which the researcher manipulates
one or more independent variables, controls any other relevant variables, and observes
the effect of the manipulations on the dependent variable.

A. Participants/Other Sources of Data

In this action research project, the researcher looked at how learners may enhance
their mathematical problem-solving abilities based on scientific literature and self-
improvement. The respondents will be chosen based on their backgrounds, which
revealed that the majority of them struggle with mathematics, which they should be able
to grasp at their grade/year level.

B. Data Gathering Methods

Following the presentation of the action plan to the students and teachers. Before
planning, we will conduct a questionnaire for teachers to identify the attitudes of teachers
about word problem solving and actions in enabling students in this direction. Then we
will conduct the test questionnaire for students whose role was to identify the current
student’s situation in the classroom during a discussion of word problem-solving. The
 survey included ten items, each of which was scored on a Likert scale based on how much
the participant agreed with it (1 being the lowest agreement and 4 the highest agreement)

C. Data Analysis Plan

Following a period of reflection, the teachers who participated in this experience
documented their perceptions in writing, providing feedback on the evolution of the action
plan, student comments, and any other additional comments.

V. Action Research Work Plan

Active Classroom Discussion

Title Objectives Activities Individuals Success

Involved Indicator

Improving To promote Allowing them to Teacher During the

mathematics the develop their and session,
word problem- problem- vocabulary in Student students Will
solving skills using solving skills mathematical understand
math vocabulary problem-solving. how to
and reading Solve the
instruction. word problem.

To implement Allowing them to Teacher and Students

formative learn in many ways. Students can Improve
assessment their learning.
feedback

VI. Cost Estimate

Supplies and Price Total Cost
Material
Expenses
Internet 300
Folders 50
Printed Materials 500
Total: 850

VII. Plan for Dissemination and Utilization

Prior to the implementation of this plan, each teacher held an information session.
Students have explained the research project that would be conducted, and one of the
action plan's goals was to increase problem-solving skills. Students were informed that an
action plan would be implemented in their classes beginning that week, which would
include the two actions listed: (1). Allowing them to develop their vocabulary. (2) Allowing
them to learn in many ways.
VIII. References

Jennifer Krawec, J. & Huang, J. (2017). Modifying a Research-Based ProblemSolving

Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With
and Without Learning Disabilities https://files.eric.ed.gov/fulltext/EJ1144726.pdf

Klang, N., Karlsson, N., Kilborn, W., Eriksson, P., & Karlberg, M. (2021). Mathematical
problem-solving through cooperative learning—The importance of peer acceptance and
friendships. In Frontiers in Education (p. 324). Frontiers.

Kurshumlia, R. & Vula, E. (2013). Mathematics word problem solving for third grade
students https://core.ac.uk/download/pdf/152488119.pdf