Action Research Proposal: Mathematics Problem-Solving

Skill and Reading Comprehension

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.

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 sixth grade mathematics for five years, I have encountered many
pupils who are poor in both comprehending and analyzing math word problems.

Specifically in my 2010-2011 class, only 11 out of 60 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.

The Causes
1. Limited vocabulary in mathematics
2. Lack of technique in solving word problems

The Solutions
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”

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 July to September.
Target Subjects

The target subjects for this study are the sixth grade pupils of Zapote Elementary School during the
academic year 2011-2012.

Activities to Be Undertaken

Persons Expected
Target Date Activities
Involved Results

A. Inform the school Granted

head about the permission to
July 12, 2011 School Head
action research to conduct the
be undertaken research

100% of the
B. Orientation of the
pupils and co-
Grade VI pupils pupils and co-
July 15, 2011 teachers will be
Co-teachers teachers regarding
aware of the on-
the action research
going research

C. Improve the
pupils' limited
vocabulary words in
Mathematics

1. Survey the
100% of the
Mathematics
July 16, 2011 Grade VI pupils pupils will be
vocabulary skill of
surveyed
the pupils.

2. Provide
unlocking of 100% of the class
July 18 to difficulties through will develop and
September 9, Grade VI pupils vocabulary enhance their
2011 development before Math vocabulary
the beginning of the skill
Math class.

3. Establish a tutor-
tutee relationship in
reading
100% of the slow
comprehension and
Grade VI pupils, pupils will learn
July 21, 2011 problem-solving
Teacher from their tutor-
wherein a good
classmates
pupil tutors a slow
classmate assigned
to him

July 18, 2011 4. Provide 100% of the

Grade VI pupils
until the end of interesting and pupils will
, Teacher
the school year challenging participate more
 Persons Expected
Target Date Activities
Involved Results

vocabulary activities actively in

involving Math discussions and
vocabulary such as activities
in contestsand
game.

D. Develop the
pupils' techniques in
solving word
problems

1. Draw a graph, 100% of the

chart, graphic pupils will be able
organizer or list to to organize the
July 25 to August Grade VI pupils,
help the students given data and
5, 2011 Teacher
organize their connect the ideas
information found in expressed in the
the word problem. problem

2. Ask the students

to make 100% of the
representation of pupils can
objects so they will manipulate and
August 8-19, Grade VI pupils,
be able to visualize be aided by these
2011 Teacher
the problem clearly. materials in
They can use ruler, solving word
play money, realia, problems
blocks, dice, etc.

3. Substitute large
numbers by simpler 100% of the
numbers and use pupils will be able
August 22 to them instead of to simplify the
Grade VI pupils,
September 2, what are given in problem and
Teacher
2011 the problem, substitute simpler
Problems can also numbers for the
be restated in much given numbers
simpler terms.

4. From the given

problem, make a
number sentence 100% of the
pupils will be able
September 5-16, Grade VI pupils, by substituting the
English sentences to master writing
2011 Teacher
into Mathematics the number
sentences. Another sentence
technique is to
translate the
 Persons Expected
Target Date Activities
Involved Results

problem into a
dialect most
understood by the
students.

5. Solve by "trial
100% of the
and error" or "guess
pupils will be able
September 19- Grade VI pupils, and check" by using
to apply the
23, 2011 Teacher the answers
guess and check
provided in multiple
technique
choice problems.

Evaluation Criteria
The result of this research shall be reported after 100% of the Grade VI pupils have improved their
Mathematics problem-solving skills.

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.

Activities Data To Be Collected Statistical Treatment

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

Weekly test result Percentage
on problem-solving

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

6. Administer the post-

Result of the post-test Percentage
test