Republic of the Philippines

Department of Education
Region X
Division of Misamis Oriental
Sugbongcogon District
BINUANGAN CENTRAL SCHOOL

August 24, 2017

CHERRY MAE L. LIMBACO, Ph.D., CESO V

Schools Division Superintendent
Division of Misamis Oriental

Attention:
LINDO M. CAYADONG
Research Coordinator
Madam:

Greetings!

May I have the honor to submit in your good office my “Basic Research Proposal

(D.O ) entitled; “Action Research on Difficulties in Solving

Mathematical Word Problem Among Grade Five and Six Pupils”. For
approval in fulfillment of the requirement in IPCRF 2017.

Thank you very much and more power.

Respectfully yours,
NELLIE O. RAYOSO
Teacher II/Researcher

Recommending Approval:
ERLINDA G. DAEL, Ph.D.
CID Chief

Approved:

CHERRY MAE L. LIMBACO, Ph.D., CESO V

Schools Division Superintendent
“The Effect of Reading Comprehension on the Performance in Mathematics

among Grade Five and Six Pupils”

Basic Research Proposal

Presented to the members of the
Division Research Committee
Division of Misamis Oriental

NELLIE O. RAYOSO
Researcher

August 2017
 APPROVAL SHEET

This Basic Research Proposal entitled; “Action Research on Difficulties in Solving

Mathematical Word Problem among Grade Five and Six Pupils” of Binuangan

Central School prepared and submitted by NELLIE O. RAYOSO, Teacher I is hereby

recommended for approval and acceptance.

Please check the appropriate box

Proposal

Final

NELLIE O. RAYOSO
Teacher II
Reviewed by the Division Research Committee:

LINDO M. CAYADONG ________________________

Member Member

DANNY A. ASIO VEVIAN D. TUAZON, Ph.D.

Member Member

RUDY O. MAGDUGO ERLINDA G. DAEL,

Ph.D.
Co – chairman Co – Chairman

Recommending Approval

JEAN G. VELOSO
Chairman
Assistant Schools Division Superintendent

APPROVED:

CHERRY MAE L. LIMBACO, Ph.D., CESO V

Adviser
Schools Division Superintendent
I. Introduction

In this study, I investigate the impact of explicit mathematical

vocabulary instruction and substantive formative assessment feedback on

five and six grade students’ abilities to solve word problems in

mathematics. Authors work together to observe reflect, plan, and

implement as part of a collaborative action research project. Once the first

research cycle was completed, it was evaluated the interventions.

Analysis of the qualitative data (interviews with students, observation and

journal entries) and quantitative (surveys and exams) showed a significant

improvement of students’ word-problem solving abilities.

Developing mathematical vocabulary enabled them to understand

mathematical terms and requirements while providing feedback on

problems assessment led to the improvement of the ‘gap’ in the process of

solving. Students must speak the language of mathematics to be

successful in learning mathematics.

As a teacher of mathematics for how many years in public school,

many pupils who are poor both in comprehending and analyzing

mathematics word problem. There is 20-30% successfully solve problems

in math without or with just little help from the teacher. The rest need to be

guided to understand the problem. There are 70-80% finds it hard to

picture the situation indicated by the problem they are trying to solve. The

slow once would even ask the meaning of a certain word in problem.

When they have understood it, it is only then that they fully grasp the

event/situation pictures in the problem. However, they are still some who
 cannot understand it, probably because that they can’t connect or relate

the ideas explained in the problem.

We choose to conduct action research rather than the traditional

research. Action research also known as practitioner research is a

systematic inquiry process. This type of research differs from traditional

research in several ways. Traditional research is most often conducted by

objective researchers that are unconnected to research setting. These

researchers define the study environments and therefore control the

variables. Action research is undertaken by stakeholders to resolved

specific and targeted problems (Springer, 2014). This type of research

may be done by teachers for themselves (Mills, 2011)

II. Literature Review

Collaboratively we performed a review of existing research studies

and discovered that many mathematics teachers’ shared similar difficulties

in helping students learn to solve word problems (NCTM, 200; Sharma,

2001; Van De Walle, 2007; Burns, 2007). Researchers have studied the

role of mathematical vocabulary and its impact in students’ achievements

in mathematics and word problem solving (Amen, 2006; Blessman &

Myszczak, 2001; Georgius, 2006; Brethouwer, 2008; Kranda, 2008;

McConnell, 2008). It is not enough for students to learn mathematics only

by solving task that require computations or memorizing concepts and

operations. Students should be able to solve problems that encourage and

develop thinking and logic skills. Problem solving is a skill that is required

by life in general.
 According to researchers, a particularly difficult part of solving word

problems is the understanding of the problem, especially the words that

are included in some problems. Not understanding certain words presents

the first difficulties in word problem solving, causing misapplication of

appropriate mathematical operations. Burns (2007) compares the learning

of mathematics with learning of second language. Sharma (2001) also

compares mathematics with language: “mathematics is a kind of language

where communication takes place through the symbols; it has its letters,

symbols, vocabulary and grammar” (p.66). Students cannot be successful

in mathematics if they do not know the meaning of essential vocabulary

words. If students know the meaning of terms they can learn mathematical

concepts and develop necessary skill in mathematics. This is true for all

subjects; students must know the essential vocabulary of a subject to

successfully learn the content.

Different research findings have shown that the development of

mathematical vocabulary affects students’ abilities in mathematics.

According to Blessman and Myszczak (2001), one of main causes of

confusion in mathematics is vocabulary. Students need a stronger

understanding of mathematical vocabulary to be successful in

mathematics. Understanding of mathematical vocabulary influences the

comprehension of lessons, tasks, various tests, especially in solving word

problems, so a lack of understanding of mathematical terms affects

capabilities to solve problems (Amen, 2006)

There seems to be a direct link between success in problem solving

and vocabulary. A student’s ability to understand words in mathematics

 classes is related to its ability to solve word problems. Georgius (2006)

found that students feel that the knowledge of the definitions of

mathematical terms is significant and increases their achievements.

Kranda (2008) conducted research about the relationship between

students’ accurate understanding of mathematical vocabulary and their

achievements, particularly focusing on understanding word problems and

abilities to use appropriate mathematics language in word problem

solving. The impact of vocabulary instruction for the understanding of

mathematical concepts by students is research by McConnell (2008).

Research Questions

This research study addressed two questions. The purpose behind

each question was to keep the study narrowed and focused. Each

question addressed a specific area of the study. The first focused on

mathematical vocabulary.

1. What is the impact of teaching mathematical vocabulary on students’

abilities to solve word problems?

The second focused on the impact of formative feedback.

2. What is the impact of formative feedback on the development of

students’ abilities to solve word problems?

III. Scope and Limitations

Teachers gave many reasons for the importance of developing

students’ abilities for word problem solving: students will be more logical and

will develop higher levels of thinking, will develop various skills they need for
 everyday life, will understand better concepts and mathematical content. Two

of the respondents stated:

 Word problem solving develops students’ logic and promotes high

levels of thinking.

 Enabling students to solve word problems help them to be better

problem solves in the future.

Of the 34 interviewed students, 30 students (88%) answered that they like

to solve word problems, while 4 students (12%) stated the opposite.

IV. Research Methodology

Sampling

The purposed of this study was to determine the effect of guided in

solving the mathematical instruction to a pupil’s levels of fluency, accuracy

and comprehension. The researcher used qualitative and quantitative

research design in order to get valid and reliable results. Through

Qualitative method surveys were conducted among the Grade Five and

Six of Binuangan Central School about their knowledge in mathematical

vocabularies. The quantitative research method took effect in getting the

variables such as which techniques could be used on how to develop the

pupils’ techniques in solving word problems and to enhance reading

comprehension ability of the pupils, all of which helped the researcher in

analyzing and supporting the results gathers using qualitative research

method.
Data Collection

Before the data will be gathered, a letter of request will be

presented to the Schools Division Superintendent asking permission to

allow the researcher to conduct the study and administer research

question to the respondents. Once permitted, time on task will be

observed so that there would be minimal interruption in their class.

Ethical Issues

General information about the researcher, its objective and

significance will be explained to the respondents. Only those who are

willing to participate will be included in the study, with no undue force and

coercion. A written informed consent will be given which will be read and

explained to the respondents prior to the conduct of the study. The

respondents can withdraw at any time during the study and the data

collected from them will not be included in the study with no penalty or

loss of benefits.

Plan for Data Analysis

To aid in the analysis and interpretation of data, the following

statistical measures will be used: Frequency, mean and percentage.

VI - Timetable/Gant chart

Activity Person
Week 1 Week 2 Week 3
Basic Research Proposal Involved

I. Introduction Teacher

II. Literature review Teacher

Teacher
III. Research question
Learner
Teacher
IV. Scope and Limitation
Learner

V. Methodology Teacher

VI. Timetable/Gant chart Teacher

Teacher
VII. Dissemination Plan
Learner

VIII. References Teacher

VII – Plan for dissemination and advocacy

Thus fluency, accuracy and comprehension are all aspect with

guided solving word problems instruction. The purpose including and

examining each of these aspects in guided solving word problems is

impact of the learning vocabulary improved students’ communication,

expression in mathematics and expanded their answers and reasoning for

the problem solving. The word wall and increasing students’ vocabulary

retention has been an effective tool to help students in memorizing various

mathematical terms and utilizing them (Georgius, 2008; Brethower, 2008)

References

Acosta- tello, E. (2010). Making mathematics word problems reliable measures of

students mathematics abilities. Journal of Mathematics Education © Education for all,

3(1), 15- 26.

Amen, J. (2006). Using math vocabulary building to increase problem solving abilities in

a 5th grade classroom. Math in the Middle Institute Partnership Heaton Action Research.

Project. Retrieved from http://www.digitalcommons.unl.edu/mathmidactionresearch/

Black, P. & Wiliam, D. (2006). Assessment for learning in the classroom. In J. Gardner

(Ed)

Assessment and learning (pp.9-25). London:stage

Blessman, J. Myszczak, B. (2001). Mathematics vocabulary and its effect on students

comprehension. Retrieved from http://files.eric.ed.gov/fulltext/ED455112.pdf

Brethouwer, J. (2008). Vocabulary instruction as a tool for helping students of diverse

backgrounds and ability levels to understand mathematical concepts. Retrieved form:

http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1003&context=mathmindsmm

ative

Burns, M. (2007). About teaching mathematics. Sausalito, CA: Math Solution

Publications. Clark, I. (2011) Formative assessment: Policy, perspective and practice.

Florida Journal of education Administration & policy, 4(2), 158- 180.

Switzerlan: International Academy of Education International Bureau of Education,

Educational Practices Series. Kranda, J. (2008). Precise mathematical language: