Name: Eric Charl A.
Sual Subject: Research in Education
Course/ Block/ Year: Instructor:
Directions: Consult a teacher on the specific problems he/she has encountered in
teaching. Fill up the Karanasan- Hugot – Kaya table below using the information you
have gathered. Afterwhich , write the research question and title.
Karanasan Hugot Kaya
( Problem/ Context (Question) ( Proposed intervention
Difficulties in understanding What are the ways that I can I can use example of the
word problem in apply learner’s on how them to manipulative and other material
mathematics subject to the analyse and understand the to easily understand the lesson.
learners in Grade 3 mathematics word problem So I can use the flashcards,
reading materials, so that it can
be easily understood by learners,
otherwise I will not waste my
time to understand to the
learner’s the said problem.
Research Question:
What impact has the development of mathematical vocabulary to develop abilities in word
problem solving.
What are the barriers that present students in solving word problems?
Research Title:
Engaging Mathematics Word Problem solving in elementary grades
Give your best shot!
Directions: Write literature review based on your answers to Exercise
3.1..(Typewritten, Word limit: 350-400). Include your references. Follow correct
referencing format.
Word problem solving is studied topic by many authors, whose guidlines have been
effectual for this study (National Council of Teachers of Mathematics NCTM, 2000;
Sharma, 2001; Van de Walle, 2007; Burns, 2007). Many authors 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; McConell, 2008).
Its not enough for students to learn mathematics only by solving tasks that require
computations or memorizing concepts and operations. Students should be able to solve
problems that encourage and develop thinking and their logic.
In the last decades, mathematical word problem solving has gained much attention from both
researchers and educational practitioners (Campbell, 1992; Hegarty et al., 1995; Hajer, 1996;
Depaepe et al., 2010; Hickendorff, 2011, 2013; Moreno et al., 2011; Boonen et al., 2013;
Swanson et al., 2013). Mathematical word problems refer to mathematical exercises that
present relevant information on a problem as text, rather than in the form of mathematical
notation (Rasmussen and King, 2000; Timmermans et al., 2007). Hence, effectively solving a
mathematical word problem is assumed to depend not only on students’ ability to perform the
required mathematical operations, but also on the extent to which they are able to accurately
understand the text of the word problem (Lewis and Mayer, 1987; Hegarty et al., 1995; Van der
Schoot et al., 2009; Jitendra and Star, 2012). Both of these aspects are related in such a way
that developing a deeper understanding of the text of the word problem serves as a crucial step
before the correct mathematical computations can be performed.Successfully solving
mathematical word problems requires both mental representation skills and reading
comprehension skills. In Realistic Math Education (RME), however, students primarily learn to
apply the first of these skills (i.e., representational skills) in the context of word problem
solving. Given this, it seems legitimate to assume that students from a RME curriculum
experience difficulties when asked to solve semantically complex word problems. Two
individual skills are relevant in this regard. First, an important factor contributing to a deeper
understanding of the text of the word problem is the ability to construct a rich and coherent
mental representation containing all (the relations between the) solution-relevant elements
that are derived from the text base of the word problem (De Corte et al., 1985; Hegarty et al.,
1995; Pape, 2003). That is, word problem solvers have to use a problem-model strategy in
which they translate the problem statement into a qualitative mental representation of the
problem situation hidden in the text (Pape, 2003; Van der Schoot et al., 2009). Barnes,H.(2005).
