PROBLEM-SOLVING AND READING COMPREHENSION SKILLS FOR SOLVING

WORD PROBLEMS IN MATHEMATICS SUBJECT FOR GRADE FIVE CLASS IN

GASTON ES

By

Ma. Eleanor Bana- Abregana

Researcher

I. Introduction

Mathematics is a difficult subject but an important subject because the curriculum

considers it as a tool subject needed to understand the different content subjects.

Basically, it is concerned with developing competencies in listening, reading, solving,

analyzing, understanding and demonstrating (application). The K to 12 Basic Education

Curriculum aims to help learners understand that Mathematics is involved in the

dynamic social process which responds to and reflects changing social conditions. The

curriculum aims that pupils are given an opportunity to build upon their prior knowledge

while utilizing their own skills, interests, analyzing and techniques.

However, teachers find difficulties in teaching different kinds of pupils with different

intellectual capacities, interest, and learning styles especially in heterogeneous

groupings of pupils. This situation calls for teachers to create lessons for all pupils

based upon their readiness, interests, and background knowledge. Anderson (2007)

noted that it is imperative not to exclude any child in a classroom, so a differentiated

learning environment must be provided by a teacher.

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It cannot be denied that problem solving is an important part of Mathematics education.

Mathematics, in general, is an important subject because of its practical role to a person

and the society as a whole. However, before a student can successfully solve a

problem, he has to possess good reading comprehension, as well as analytic and

computational skills.

As educator, the teacher-researcher was motivated to conduct this action research on

the problem-solving and reading comprehension skills for solving word problems

teaching Mathematics on Grade Five pupils for a week-long lesson. She also she

wanted to know the effect of this method on the academic performance of the pupils

from results of the diagnostic and achievement test.

II. Statement of the Problem

Problem solving in mathematics and reading comprehension go hand in hand. Solving

Math problems entails the students to apply two skills at the same time: reading and

computing. It is a double-edged sword.

As a public school teacher of fifth grade mathematics for two years, I have encountered

many pupils who are poor in both comprehending and analyzing math word problems.

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Specifically in my 2018-2019 class, only 5 out of 15 pupils could successfully solve word

problems with or without help from the teacher. The rest needed to be guided to

understand the problem. Approximately 82 percent find it hard to picture the situation

indicated by the problem they are trying to solve. The slower ones would even ask the

meaning of a certain word in the problem. When they have understood it, it is only then

that they fully grasp the event and situation pictured in the problem.

Obviously, the bane of these pupils is the understanding of the contents of the math

problems correctly and connecting the ideas expressed in it to fully grasp and find a way

to successfully solve the problem.

III. Hypotheses

1.Limited vocabulary in mathematics

2.Lack of technique in solving word problems

IV. Methodology

This action research utilized the experimental design since its main purpose was to

determine the effectiveness of problem-solving and reading comprehension skills for

solving word problems and its possible effect to the mean gain scores on achievement

of pupils on a one-week lesson in Grade 5 Mathematics.

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Vocabulary

1.Develop vocabulary before the beginning of the math class

2.Establish a tutor-tutee relationship wherein a good pupil tutors or teaches a slower

classmate assigned to him in areas of reading comprehension and problem-solving

3.Provide interesting and challenging vocabulary activities involving mathematics

vocabulary, such as contests and games

Comprehension

1.Organize the given information in the word problem

2.Use object representation and manipulatives to visualize word problems

3.Substitute large numbers with easier numbers, or restate the problem in simpler terms

4.Make a number sentence out of the word problem

5.Use the “trial and error” method or the “guess and check”

Data Gathering

After seeking the approval from the School In-Charge, the teacher-researcher started

the experiment for a month through.

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Plan of Action

Objectives

1.Improve the pupils' limited vocabulary and enhance reading

comprehension ability of the students

2.Develop the pupils’ techniques in solving word problems

Time Frame

This study will be conducted for one quarter, from October to December.

Target Subjects

The target subjects for this study are the fifth grade pupils of Gaston
Elementary School during the academic year 2018-2019.

Activities to Be Undertaken

Persons Expected
Target Date Activities
Involved Results

A. Inform the
Granted
school head about
permission to
October 8, 2018 School Head the action
conduct the
research to be
research
undertaken

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 Persons Expected
Target Date Activities
Involved Results

B. Orientation of 100% of the

the pupils and co- pupils and co-
October 10, Grade V pupils
teachers teachers will be
2018 Co-teachers
regarding the aware of the on-
action research going research

C. Improve the
pupils' limited
vocabulary words
in Mathematics

1. Survey the
100% of the
October 11, Mathematics
Grade V pupils pupils will be
2018 vocabulary skill of
surveyed
the pupils.

2. Provide 100% of the

unlocking of class will
October 12 to
difficulties develop and
November 9, Grade V pupils
through enhance their
2018
vocabulary Math
development vocabulary skill
before the

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 Persons Expected
Target Date Activities
Involved Results

beginning of the
Math class.

3. Establish a
tutor-tutee
relationship in
reading
Grade V 100% of the
October 15, comprehension
pupils, slow pupils will
2018 and problem-
Teacher learn
solving wherein a
good pupil tutors
a slow classmate
assigned to him

3. Establish a
tutor-tutee
100% of the
relationship in
Grade V slow pupils will
October 16, reading
pupils, learn from their
2018 comprehension
Teacher tutor-
and problem-
classmates
solving wherein a
good pupil tutors
a slow classmate

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 Persons Expected
Target Date Activities
Involved Results

assigned to him

4. Provide
interesting and
100% of the
challenging
October 17, pupils will
vocabulary
2018 until the Grade V pupils participate
activities
end of the , Teacher more actively in
involving Math
school year discussions
vocabulary such
and activities
as in contestsand
game.

D. Develop the
pupils' techniques
in solving word
problems

1. Draw a graph, 100% of the

October 18 to Grade V chart, graphic pupils will be

November 5, pupils, organizer or list to able to organize

2018 Teacher help the students the given data

organize their and connect the
information found ideas

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 Persons Expected
Target Date Activities
Involved Results

in the word expressed in

problem. the problem

2. Ask the
students to make
representation of 100% of the
objects so they pupils can
Grade V will be able to manipulate and
November 8-19,
pupils, visualize the be aided by
2018
Teacher problem clearly. these materials
They can use in solving word
ruler, play money, problems
realia, blocks,
dice, etc.

3. Substitute large
100% of the
numbers by
pupils will be
November 21 to Grade V simpler numbers
able to simplify
December 3, pupils, and use them
the problem
2018 Teacher instead of what
and substitute
are given in the
simpler
problem,
numbers for the
Problems can also

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 Persons Expected
Target Date Activities
Involved Results

be restated in given numbers

much simpler
terms.

4. From the given

problem, make a
number sentence
by substituting
the English 100% of the
sentences into pupils will be
Grade VI
December 4-10, Mathematics able to master
pupils,
2018 sentences. writing the
Teacher
Another technique number
is to translate the sentence
problem into a
dialect most
understood by the
students.

Grade V 5. Solve by "trial 100% of the

December 11-
pupils, and error" or pupils will be
14, 2018
Teacher "guess and able to apply
check" by using the guess and

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 Persons Expected
Target Date Activities
Involved Results

the answers check

provided in technique
multiple choice
problems.

V. Results and Discussions

The result of this research shall be reported after 100% of the Grade V pupils have

improved their Mathematics problem-solving skills.The following are the results and the

analysis done from the data.

Research Design

This action research is purely descriptive in nature and uses pre-test/post-test results

and survey results to address the pupils’ problem.

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Activities Data To Be Collected Statistical Treatment

1. Conduct a pre-survey of
the previous Math
Pre-survey result Average
vocabulary and reading
comprehension of students

2. Administer the pre-test Result of the pre-test Percentage

3. Conduct daily test on

Result of the daily test Percentage
Math vocabulary

4. Conduct weekly test on

Weekly test result Percentage
problem-solving

5. Conduct a post-survey of
the Mathematics vocabulary Post-survey result Average
of the pupils

6. Administer the post-test Result of the post-test Percentage

VI. Recommendation

The following recommendations are suggested.

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 1. Vocabulary development skills should be used in teaching pupils in Mathematics

classes because it improved their Reading Comprehension.

2. Teachers should be given in-service trainings for them to gain more knowledge

and clear understanding of the approach.

3. Although tedious on the part of the teachers, they should be encouraged to

prepare and use differentiated instruction techniques in teaching mathematics to

motivate pupils to participate in class discussions.

4. This action research should be continued.

VII. References:

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Anderson, K. M. (2007). Tips for teaching: Mathematics instruction to include all

students. Preventing School Failure, 51(3), pp. 49-54. Retrieved from Education

Research Complete database. (Accession No. 24944365)

Butt, M. &Kausar, S. (2010). A comparative study using differentiated instructions of

Mathematics subject public and private school teachers. Malaysian Journal of Distance

Education, 12(1), pp. 105-124. Retrieved from Education Research Complete database.

(Accession No. 78221508)

K to 12 Curriculum Guide, www.deped.gov.ph

Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about implementation of

problem solving techniques : Retrieved October 2015

http://mrseberhartsepicclass.weebly.com/

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