Basic Math Operations Vocabulary in Relation to

Problem Solving Skills of Six Graders

An Action Research presented to the Planning Research Unit

of the Division of Misamis Occidental

By:

RACEL P. SENIT, T-III

Clarin Elementary School
Plaridel North District
 ABSTRACT

The language of Mathematics is vital in helping pupils develop problem solving skills.
This study explored the relationship between the level of pupils’ basic Math operations
vocabulary in relation to pupils’ performance in problem solving of Grade Six pupils in
Clarin Elementary School during the school year 2019-2020. The researcher used a
researcher-made test called Basic Math Operations Vocabulary Test for the level of
pupils’ vocabulary. Another researcher-made Problem Solving Test was used to measure
the pupils’ performance in problem solving. The data were analyzed and interpreted
using mean, standard deviation, t-test and Pearson’s product moment correlation
coefficient (Pearson’s r). The study revealed that the extent of using Fryer Model in
teaching vocabulary was very effective, while the pupils vocabulary and problem solving
skill were respectively satisfactory and outstanding. Pupils’ vocabulary affects their
performance in problem solving. Teachers have to explicitly teach mathematics
vocabulary using the Fryer mode; in order to help pupils analyze and solve math
problems.

Keywords: vocabulary, problem solving, performance, basic math operations, Fryer

Model
 ACKNOWLEDGMENT

The researcher extends her gratitude and appreciation to the following for their

valuable contribution to the success of this research undertaking:

Mrs. Riza J. Claret, School Principal, Clarin Elementary School, for the support,

encouragement, and knowledge, shared for the good of the study;

Professor Genelyn R. Baluyos of Misamis University, statistician, for providing

the computation of data and necessary assistance throughout the study;

Mrs. Catherine F. Malon and Mr. Carlson S. Maquiling, research coordinators, for

giving constructive criticisms and corrections to enhance the research paper;

Six graders of Clarin Elementary School for the glorious time in answering the

questionnaires and participating in the study;

Mr. and Mrs. Ramon L. Parcutilo, her very supportive parents for taking care of

her kids when the researcher was undertaking studies;

Mr. Julito E. Senit Jr., her ever loving and supportive husband, for the

encouragement, financial, spiritual, and moral support in making this action research

possible;

Finally, the Almighty God, the Divine Providence, for using the persons cited

above as her instruments in realizing this research paper. To God be all the glory!

Racel
 Context and Rationale

Word problems are the primary method for assessment of mathematics. This

involves several components, including reading of the problem, planning for solution,

setting up for solution, and conducting appropriate computations (Hebert et al., 2016).

Many pupils can perform the fundamental operations in Mathematics but can’t solve

word problems. This is very true among the Grade Six pupils of Clarin Elementary

School. Solving Math problems entails the pupils to apply two skills: comprehending and

computing. Kan&Bulut (2015) emphasized that when a word problem is used on the test,

examinees need to use both mathematics and reading skills to solve the problem.

Unfortunately, the six graders had not mastered these skills.

According to Meyer (2014), the language of Mathematics can often be a

formidable barrier to understanding Mathematics concepts, mathematical comprehension

and mathematical problem solving. Moreover, vocabulary understanding is a major

contributor to overall comprehension in many content areas, including mathematics.

Teaching and learning the language of mathematics is vital for the development of

mathematical proficiency. Students’ mathematical vocabulary learning is a very

important part of their language development and ultimately mathematical proficiency

(Riccomini et al., 2015). Vocabulary is vital for math success and must be introduced and

reinforced in multiple ways, including showing the use of math vocabulary in word

problems represented visually (Harris et al., 2014). Pupils need to enhance their

mathematics vocabulary in order to solve word problems.

 In Clarin Elementary School Six Graders achieved 40% mastery level in

Mathematics, the lowest in all subject areas. With this observation, the researcher is

prompted to conduct this study. It aims to develop the pupils’ basic Math operations

vocabulary so that they can comprehend and solve word problems correctly. Through this

study pupils will be motivated to learn and increase their performance in Mathematics.

Strategy

Frayer Model was developed by Frayer, Frederick, and Klausmeier in 1969. This

model is used to analyze concepts and assess the understanding of concepts utilizing a

graphic organizer divided into four sections for writing down ideas related to the concept,

(Marty, J. 2016). 

The purpose of the Frayer Model is to identify and define unfamiliar concepts

and vocabulary. Students define a concept/word/term, describe its essential

characteristics, provide examples of the idea and suggest non examples of the idea

(knowing what a concept isn’t helps define what it is). This information is placed on a

chart that is divided into four sections to provide a visual representation for students. The

model prompts students to understand words within the larger context of a reading

selection, as it asks students to analyze the concept/word (definition and characteristics)

and then synthesize or apply this information by thinking of examples and non examples.

It also activates prior knowledge of a topic and builds connections.

 Explicitly teaching the Frayer Model:

Step 1. Explain the Frayer model chart to the class by using a common word to

demonstrate the various components. Model the type and quality of desired answers

when giving the examples. Think out loud as you try to come up with examples and non

examples, etc. Pictures/symbols can also be used.

Step 2. Then review a pre selected list of key concept words with the class before

reading about the topic in the textbook. Read the text selection.

Step 3. Choose a key concept word from the topic read and have students help

you complete the Frayer chart.

Step 4. Pass out blank copies of the Frayer Model or have students create a chart

in their copies.

Step 5. Then students practice the strategy in pairs or in small groups with the key

concepts and key vocabulary from the topic. (Each group could also be given different

key concept words).

 Step 6. The groups share their completed charts with each other. Students can

then add additional words/images/symbols to the Frayer chart until all four categories are

substantially represented.

Example:

Action Research Questions

1. What is the pupils' performance in vocabulary and problem solving before the

use of Frayer Model in teaching basic math operations vocabulary?

2. What is the pupils' performance in vocabulary and problem solving after the

use of Frayer Model in teaching basic math operations vocabulary?

3. Is there a significant difference in the pupils' performance before and after the

use of Frayer Model in teaching basic math operations vocabulary?

 4. Is there a significant relationship between the pupils’ vocabulary and their

problem solving before the use of Frayer Model in teaching basic math operations

vocabulary?

Action Research Methods

a. Participants and Research Instrument

There were 21 grade 6 pupils who served as the participants of this study.

The pupils came from the regular-heterogeneous class of Clarin Elementary School for

the School Year 2019-2020.

To determine the level of pupil’s basic math operations vocabulary and

problem solving skills, the following scale will be used based on DepEd grading

system.

Score Equivalent GradesInterpretation

21-25 90-100 Outstanding

19-20 85-89 Very satisfactory
17 -18 80-84 Satisfactory
15 -16 75-79 Fairly satisfactory
14 and below 74 and below Did not meet expectation

b. Data Gathering Methods

This study utilized the pre-experimental design specifically one-group pretest-

posttest design. This design is concerned with the changes in the outcome of interest as a
result of the treatment (Holmes, 2013). This method is appropriate to determine the level

of effectiveness of Frayer Model in teaching basic math operations vocabulary and

enhancing problem solving skill.

Before doing the actual process of the data gathering, the researcher secured

permission from the School Principal that she will be allowed to conduct the test to the

participants. After which, the researcher personally administered the questionnaire to the

participants with proper information and guidelines. After gathering data and important

information, the researcher classified, organized, analyzed and interpreted them in

accordance with the purpose of the study.

Discussion of Results and Reflection

Level of pupils' performance in vocabulary and problem solving before the use of
Frayer Model in teaching basic math operations vocabulary

In Table 1, the level of effectiveness of Frayer Model in teaching basic math

operations vocabulary based on the pretest results is presented. It is very evident that the

pupils vocabulary and problem solving did not meet the expectation (M=13.86 and 4.71).

This suggests that the knowledge of pupils in terms of basic math operations vocabulary

is below the required standard, which means they were not able to show mastery in

familiarizing the basic math operations terms during the test.

Being able to learn basic math operations terms is one indicator that a pupil can

perform problem solving. As the findings indicate, pupils generally lack the knowledge

of the basic math operations terms and need to familiarize all other terms which are

necessary in learning Mathematics better.

 Vocabulary understanding is a major contributor to overall comprehension in

mathematics (Riccomini et al., 2015). Pupils need to learn vocabulary and their specific

mathematical meanings and how they are applied, if they are to experience success in

mathematics (Jourdain et al., 2016). They need to create meaning, make associations, and

make personal connections with math vocabulary and content in order to communicate

their thinking and practice on the use of mathematical language (Torrey, 2016).

Teaching mathematics vocabulary could pose a challenge to Mathematics

teachers. As such as case, using effective stratedy is helpful so that pupils are provided

with clear and concrete.

Table 1
Pupils' Performance in Vocabulary and Problem Solving Before The Use of Frayer
Model in Teaching Basic Math Operations Vocabulary

Vocabulary Problem Solving

Performance
f % f %
3 14.29 1 4.76
Outstanding (21-25)
2 9.52 - -
Very satisfactory (19-20)
1 4.76 - -
Satisfactory (17-18)
5 23.81 1 4.76
Fairly satisfactory (15-16)
10 47.62 19 90.48
Did not meet expectations (14 and
below )

Mean Performance 13.86-DME 4.71-DME

Level of pupils' performance in vocabulary and problem solving after the use of
Frayer Model in teaching basic math operations vocabulary
 Shown in Table 2 is the level of pupils’ performance in vocabulary and problem

solving when Frayer Model is used in teaching basic math operations vocabulary. The

mean score of 19.43 discloses that the pupils’ vocabulary in mathematics is very

satisfactory. This means that after the use of Frayer Model in teaching basic math

operations vocabulary pupils gained understanding and clarity on the meaning of math

terms. Moreover, when pupils vocabulary is enhanced their problem solving skill

becomes outstanding as evident by the mean of 21.14.

The terminologies used in problem solving are important factors in obtaining

proficiency in the performance of pupils. As pupils build their mathematical proficiency

and extend vocabulary, they become more confident of their ability to learn mathematics

and use it. The more mathematical concepts they learn, the more competent they are to

solve mathematics problems.

Students who conceptually understand mathematics vocabulary appear to perform

better on mathematics and display more positive affect during problem solving (Bowie,

2015).Freeman et al.,(2016) stressed that “mathematically proficient students can explain

correspondences between equations, verbal descriptions, tables, and graphs or draw

diagrams of important features and relationships, graph data, and search for regularity or

trends” . Similarly, there is a strong relationship patterns and interconnected between

language and mathematics (Hapipi et al., 2017)

Learning the basics math operations vocabulary is one thing mathematics teachers

need to see in their learners. Using the Frayer Model is one of the effective strategies that

can help pupils learn math vocabulary.

Table 2

Pupils' Performance in Vocabulary and Problem Solving After the Use of Frayer Model
in Teaching Basic Math Operations Vocabulary

Vocabulary Problem Solving

Performance
f % f %
9 42.86 13 61.90
Outstanding (21-25)
4 19.05 3 14.29
Very satisfactory (19-20)
1 4.76 3 14.29
Satisfactory (17-18)
2 9.52 1 4.76
Fairly satisfactory (15-16)
5 23.81 1 4.76
Did not meet expectations (14 and
below )

Mean Performance 19.43-Very 21.14-

Satisfactory Outstanding

Test of significant difference in the pupils' performance before and after the use of
Frayer Model in teaching basic math operations vocabulary

The test of significant difference in the pretest and posttest performance of pupils

is presented in Table 3. The p value of 0.00 indicates that there is a highly significant

difference in the performance of pupils in the pretest and posttest when Frayer Model is

used. This means that the pupils’ performance in the posttest varies greatly from that of

the pretest.

The findings imply that the use of Frayer Model in the teaching of basic math

operations vocabulary provide a significant high increase in the performance of pupils

during the posttest (see Table 3). This means that when Frayer Model is used as strategy

in teaching basic math operations vocabulary, pupils did better in the vocabulary and

problem solving test than without it. Frayer Model was effective in enriching pupils’
learning in vocabulary because pupils easily remembered and understood the concepts

taught. Hence, during the test the pupils found less or no difficulty in solving the given

problems.

Table 3

Significant Difference in the Pupils' Performance Before and After the Use of Frayer
Model…

Variable Befor After T-value p-value Remarks

e
Vocabulary 13.86 19.43 9.61 0.00 Highly Significant
Problem Solving 4.71 21.14 15.96 0.00 Highly Significant

Note : p≤0.01 ( Highly Significant at 1%level)

Test of Significant Relationship Between The Pupils’ Vocabulary

and their Problem Solving Skill

The data revealed that there was a highly significant relationship between the

pupils’ vocabulary and problem solving skill (p value = 0.0) (Table 4). This implies that

the knowledge of pupils in basic math operations vocabulary predicts their performance

in problem solving.

Knowledge in vocabulary is essential to problem solving because vocabulary

affects the comprehension of pupils. Math terms are difficult to understand as they are

not used in daily conversation. Based from the findings of this study, it is implied that

when pupils do not learn vocabulary, they would not remember the meaning of the terms

used in the problem. Hence, it is expected pupils will not get high scores problem solving

test in mathematics. On the other hand, when pupils remember and understand well those

basic math operations vocabulary terms, they would know how they are used in the
problem, therefore make them get high test scores.. This shows that it is important that

pupils recognize terms and their meanings because this will help them analyze and plan

for solution of the problem

Mathematics vocabulary refers to written words that express mathematical

concepts or procedures. Mathematics vocabulary is necessary for demonstration of

mathematics proficiency (Hebert & Powell, 2016). A key aspect of learning mathematics

is learning vocabulary. Without an understanding of the vocabulary that is used routinely

in mathematics instruction, textbooks, and word problems, students are handicapped in

their efforts to learn mathematics (McGinn, 2015). Students'

mathematical vocabulary learning is a very important part of their language development

and ultimately mathematical proficiency (Riccomini, Smith, Hughes, & Fries, 2015).

Teachers need to substantiate that before mathematical concepts are applied in

problem solving, pupils already exhibit mastery in familiarizing terms associated with the

concepts. Hence, explicit teaching of vocabulary through Frayer Model is an effective

strategy in teaching and learning vocabulary.

Table 4

Performance r-value p-value Remarks

Vocabulary & Problem Solving 0.959 0.01 Highly Significant
Note : p≤0.01 ( Highly Significant at 1%level)
Action Plan

Objectives/ Time Persons Expected

Strategies/Activities
Targets Frame Involved Outcome
Fryer Model
Identify and define Construct graphic
Organizer with
the basic math organizer using Year Teacher
Basic Math
operations Fryer Model to Round Pupils
Operations
vocabulary define the terms.
Vocabulary
Developed the
Develop the basic
basic math
math operations Use Frayer Model as Year Teacher
operations
vocabulary of strategy Round Pupils
vocabulary of
pupils
pupils
High scores in
Enhance the Analyze word
Year Teacher Mathematics
problem solving problem through
Round Pupils problem
skills of pupils vocabulary
solving test
Conduct Share and encourage In-depth
Teachers
colloquium to co- co-teachers to use SLAC knowledge of
Principal
teachers the Fryer Model the intervention
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Holmes, A. B. (2013). Effects of Manipulative Use on PK-12 Mathematics Achievement:

A Meta-Analysis. Society for Research on Educational Effectiveness. Retrieved
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Financial Report

a.Expenses related to the implementation of the approved research

proposals which include, but are not limited to the following:

 Supplies and materials - P 1,000.00

 Domestic travel expenses - 500.00

 Communication expenses - 300.00

 Reproduction, binding, and printing costs - 1,000.00

 Food and other incurred expenses during - 1,000.00

the conduct research (surveys, FGDs)

 Other expenses related to the conduct of - 200.00

not listed in the non-eligible expenditures

b. Expenses related to research dissemination - 500.00

__________
P 4,500.00