Solving Word Problems In Mathematics Research Articles

Four Strategies for Supporting Students With Dyslexia in Solving Mathematics Word Problems

Solving mathematics word problems requires skills from multiple domains, including efficient word-decoding skills, text comprehension, problem solving, and arithmetic. Word problems can be especially difficult for students with dyslexia (i.e., word-level reading disability), causing frustration for students and teachers. This article discusses the complex process of solving word problems and outlines four strategies for supporting the co-development of skills in word-problem solving and reading for students with dyslexia: (a) adapt word problems for readability and support word reading; (b) teach students to recognize word-problem types; (c) explicitly teach word-problem specific vocabulary; and (d) integrate writing through student-generated word problems.

Emergent math difficulties among English learners: can the odds be reduced?

ABSTRACT Solving word problems in mathematics presents difficulties for many English learners (ELs), including those who use Spanish as a home language. In the early stage of learning to solve mathematics word problems, some children, including ELs, experience difficulties. By English status, EL refers to those children whose home language was Spanish while in the process of developing English at school. Math difficulties (MD) refers to those children with low normative mathematical problem-solving scores in both English and Spanish. The purpose of this study was to determine those measures that increase the odds of identifying EL children with emergent MD. Elementary school children (grades 1, 2, and 3) were administered a battery of math, vocabulary, reading, and cognitive measures (short-term memory [STM], inhibition, working memory [WM]) in both Spanish (L1) and English (L2) in Year 1 and again one year later. Multilevel growth modeling compared MD children identified one year later who manifested MD to children who were average math achievers or poor math achievers across the two testing waves (year 1 and year 2). The results indicated that significant growth parameters (i.e., measures of estimation, WM) increased the odds of identifying emergent MD relative to children with Persistent math deficits and average achievers. The results were discussed in terms of a multidimensional model that taps domain-specific skills and general cognitive processes that increase the odds of identifying later math difficulties.

School-Type Difference Among Rural Grade Four Malaysian Students’ Performance in Solving Mathematics Word Problems Involving Higher Order Thinking Skills

School-Type Difference Among Rural Grade Four Malaysian Students’ Performance in Solving Mathematics Word Problems Involving Higher Order Thinking Skills

Captivating elementary school students’ interests in solving mathematics word problems with the use of comics

This study explores the use of comics in teaching elementary school students on solving Mathematics Word Problems. A total of 12 Year 2 students from an elementary school in Brunei Darussalam were chosen to participate in the study. A series of comics were created and some exercises included characters that were adapted from a local popular culture for utilization in teaching the students in order to engage their learning. The method chosen to conduct the research is of mix method adapted through usage of the action research model. A pre-test was conducted before the lesson intervention to assess the students’ prior knowledge of the content on the terms used in mathematics word problems. Subsequently a post-test was administered right after the intervention lessons were completed in order to discern if there were any significant improvements. Based on a classroom observation that was video recorded when the intervention was carried out, the children were highly motivated and very much interested in the content of the comics. Furthermore, the findings from the interviews revealed two major themes, which are ‘Enjoyment’ that detailed the students enjoying and had fun with the usage of the comics in the classroom, whereas ‘Interest’ tied in with the students’ enjoyment that resulted from their interest in the comic books. It is recommended that educators use comics in classroom due to its potential, especially in mathematics, where certain concepts can be quite challenging for some students to grasp.

Improving Year 5 students’ learning outcomes in problem-solving through mathematical literacy

Solving mathematics word problems remains as difficult tasks for elementary students. One way to overcome this problem is by applying mathematical literacy. This study aimed to describe teachers’ ability in managing the learning process and determine the learning outcomes of Year 5 students. This study employed a qualitative approach, specifically Classroom Action Research. The study design was carried out in three cycles. The data collection related to teachers’ ability in learning management was conducted by observation, was analysed using descriptive statistics, with the category of “poor, fair, average, good, and excellent”. On the other hand, students’ learning outcomes were measured by a mathematics test, were analysed by using percentages and referred to the school’s minimum criteria of mastery learning. The results showed the increase in teachers’ learning management ability, the average of cycle I, II and III was 4.3 (good), 4.6, and 4.8 (excellent) respectively. Besides, the students’ learning outcome was also improved, the average of cycle I, II and III were 62.36 (23.5% of classical mastery learning), 66.18 (58.8% of classical mastery learning), and 85 (70.6% of classical mastery learning) respectively. The results showed that mathematical literacy could improve Year 5 students’ learning outcomes in problem-solving.

The Effects of Schema-Based Instruction on Solving Mathematics Word Problems

The purpose of this study was to investigate the frequency with which students use math word problem strategies during and after schema-based instruction. It examines the extent to which students increase their ability to correctly solve word problems. It compares students’ attitudes toward mathematics problem solving before and after schema-based instruction. The study was conducted in a resource class with seven second-grade students on individualized education programs (IEPs). A single-subject research design was used. The schema-based instruction was implemented by the special education teacher in a small group setting. Students showed an increase in attempted and correct strategy use during instruction. Three students increased their attempts of strategy use from pretest to posttest, but only one student used the strategy correctly on all attempts. The mean problem-solving accuracy increased from 22 percent to 34 percent from pretest to posttest. Students showed minimal change in their attitude toward math word problems.

Linguistic Influences on Junior High School Students’ Mathematics Word Problem Solving

Mastery of language of instruction is important for the successful teaching and learning of Mathematics since mathematical concepts are communicated through the use of language. The study sought to find Ghanaian Junior High School (JHS) 2 students’ performance in Mathematics word problems. It also investigated the linguistic difficulties students face when solving Mathematics word problems and how their English language proficiency affect their problem-solving procedures. A sequential mixed methods design was employed in the study. The target population was made up of all JHS 2 public school students in the Cape Coast Metropolis in the Central Region of Ghana. One hundred and eighty-seven JHS 2 students were selected from six public schools in the Cape Coast Metropolis through stratified random sampling procedures. Achievement test and interview guide were developed and used for the study. The data collected through the test were analysed using descriptive statistics, while that of the interview were analysed using percentages and presented as narrative description with some illustrative examples from what students said in the process of explaining their procedures. The results from the study showed that students had very weak ability in Mathematics word problem solving. Their performance declined as the difficulty level of the questions increased from primary to JHS. The authors recommended amongst others, the need for Mathematics teachers to pay extra attention to the teaching of word problem solving in Mathematics and in- service and pre-service providers to pay attention to Mathematics word problem in professional development programmes.

Analysis of Sixth Graders’ Difficulties in Solving Mathematics Word Problems on Whole Numbers, Fractions, and Decimals

Operation which involve whole numbers, fractions, and decimals are important concepts that must be possessed by students. It is a part of mathematics that is very close to everyday life. In fact, many students who have difficulty in understanding the fractions, especially in the word problems. This study aims to describe sixth graders’ difficulties in solving mathematics word problems on the operation which involve whole numbers, fractions, and decimals. This research is descriptive with students of grade six as the subjects. Data were collected by tests and in-depth interviews. Tests were used to analyze students difficulties in solving mathematics word problems on the operation which involve whole numbers, fractions, and decimals. Interviews were conducted to know the difficulties experienced by the students in depth. The unstructured interviews were conducted with students’ error. The results showed that students’ difficulties in solving mathematics word problems on the operation which involve whole numbers, fractions, and decimals are caused by: 1) Students’ difficulties in the word problem, 2) Students’ difficulties in understanding the concept of fractional operations, 3) Students have less numeracy skills, and 4) Inaccuracy.

EFFECTS OF STUDENTS’ COMPREHENSION SKILLS ON SOLVING MATHEMATICAL WORD PROBLEMS

Mathematical word problems are concepts taught at the end of every topic to allow students apply the content that was taught. This paper looks at the effect of students’ comprehension skills on solving mathematic word problems in Tindiret Sub County public secondary schools, Kenya. The target population was form three mathematics students and teachers. Stratified random sampling techniques were employed to select nine public secondary schools; one boys’ school, one girls’ school and eight mixed secondary schools. Questionnaires, achievement test items were used to collect data. The data collected was coded and analyzed using the SPSS. The study revealed that students had difficulties in (1) comprehending mathematical word problems. It was concluded that the poor comprehension of word problems led to student difficulties in solving word problems in mathematics. The paper recommends that the teachers should find ways of ways of improving comprehension skills of the students by having activities like debates and public speaking to improve language mastery and comprehension. Article visualizations:

How Readability Factors Are Differentially Associated With Performance for Students of Different Backgrounds When Solving Mathematics Word Problems

The link between reading and mathematics achievement is well known, and an important question is whether readability factors in mathematics problems are differentially impacting student groups. Using 20 years of data from the National Assessment of Educational Progress and the Trends in International Mathematics and Science Study, we examine how readability factors—such as length, word difficulty, and pronouns—interact with student background characteristics—such as race/ethnicity, mathematics achievement, and socioeconomic status. Textual features that make problems more difficult to process appear to differentially negatively impact struggling students, while features that make language easier to process appear to differentially positively impact struggling students. It is critical that readability along various dimensions be considered when designing instruction and assessment.

Solving Mathematics Word Problems through Reflection

This paper offers a model for mathematics word problem solving. This integrated model consists of 4 main steps namely Entry, Analyze, Attack and Review. The author will demonstrate how the reflection in the step of “Analyze” will help the pupils to make judgment on their chosen mathematical operations for solving the non-routine mathematics word problem. We stress that in order to be successful in mathematics word problem solving, we need to reflect on three perspectives namely personal experiences, meanings of mathematical operations or symbols and the problem itself. We conjecture that these three perspectives are the main factors for pupils to be able to solve the mathematics word problem correctly. In this study, nine Year 6 pupils were involved. They are required to answer five mathematics word problems in a task then a follow-up interview will be conducted on a voluntary basis in order to explore why they have solved those problems in a particular way.

Students' English Language Abilities in Solving Mathematics Word Problems

Previous local research findings have found that students are generally weak in solving mathematics word problems especially in problems that required skills in choosing the various mathematical techniques they have learned in previous years. Too often, students see the knowledge taught by teachers as mathematical procedures and they failed to apply the importance of such knowledge to their daily lives. This research investigated two main areas, namely students' performance in solving mathematics word problems and the relationship between English competency and the ability to do mathematics. A total of 78 Year 9 students from four secondary schools participated in this study. The findings revealed that the time or period spent in school does not determine students' ability in mathematics but rather a strong foundation in basic mathematics is a factor that contributes to a better performance in the subject. Furthermore, the English competency does not influence students' performance in doing mathematics word problems significantly. It was proven that students does not require good English to do Mathematics word problems questions with less than 40 words (those categorised as 'Not Wordy' and 'Average Wordy' questions).

The Effect of Schema-Based Instruction in Solving Mathematics Word Problems: An Emphasis on Prealgebraic Conceptualization of Multiplicative Relations

The purpose of this study was to examine the effects of a schema-based instructional strategy that emphasizes prealgebraic conceptualization of multiplicative relations on solving arithmetic word problems with elementary students with learning disabilities or problems (LP). Participants were 4 fifth graders with LP in a Midwestern urban public elementary school. An adapted multiple-probe-across-participants design was employed to assess the functional relation between the schema-based instructional strategy instruction and students' performance while solving word problems. The results of the study demonstrated the effectiveness of the schema-based instructional strategy with elementary students with LP. Introducing symbolic representation and algebraic thinking in earlier grades may facilitate a smoother transition from elementary to higher level mathematics learning and improve middle and high school mathematics performance.

An Investigation of the Nature of the Interaction of Reading and Computational Abilities in Solving Mathematics Word Problems

This investigation was designed to provide evidence regarding the nature of the interaction between reading ability and computational ability when examinees respond to mathematics word problems. Scores on the Reading and Computation subtests of the Iowa Tests of Basic Skills (ITBS) for groups of fourth- and eighth-grade students were used as "pure" measures of reading ability and computational ability, respectively. These scores were used to identify three groups of students within each grade: (a) those very low in both reading and computational abilities, (b) those very high in reading ability but very low in computational ability, and (c) those very high in computational ability but very low in reading ability. The responses of each of these groups to the items on the ITBS Mathematics Problem-Solving subtest were used to describe the nature of the interaction between reading ability and computational ability. It was discovered that on each problem-solving test, examinees' item responses exhibited several different types of interaction. Some items appeared to measure primarily reading ability or primarily computational ability. Some clearly exhibited a compensatory type of interaction, whereas others exhibited a noncompensatory type of interaction. The presence of items as diverse as these would seem to have some implications relevant to applications of item response theory (IRT) with tests of this type.