scholarly journals Exploring Visualisation as a Strategy for Improving Year 4 & 5 Student Achievement on Mathematics Word Problems

2021 ◽  
Author(s):  
◽  
Raymond John Teahen
Keyword(s):  
Inner City ◽  
Mixed Method ◽  
Word Problems ◽  
Intervention Study ◽  
Study Data ◽  
Word Problem Solving ◽  
Correct Operation ◽  
Mathematics Word Problems ◽  
Problem Solving Process ◽  
Student Reflections

<p>Solving mathematics word problems is more difficult for many students than solving comparable number only problems. Given the wide use of word problems in class teaching and in assessments there is potential for students not to achieve to their full ability. This study aimed to investigate if students’ comprehension of mathematics word problems, their accuracy in choosing the correct operation, and the number of word problems solved correctly could be increased through using drawings and mental visualisation. This mixed method intervention study involved 10 Year 4 and 5 students in an inner city New Zealand school. Two separate interventions were used with different groups of five students identified as being at risk of low achievement in mathematics. Each group was involved in three intervention sessions to help with solving mathematics word problems. The first included instruction in creating drawings, and the second using mental visualisation. The study data included pre- and post-tests, verbal student reflections, and student drawings. Results showed that both groups made improvements during their interventions in the number of problems solved, the number of operations chosen correctly, and in their ability to identify and write the equation described in the word problems. Both groups also increased their achievement in number only problems. There were no significant differences between the results gained by students in the different interventions. The findings suggest that visualising word problems is an effective strategy for solving mathematics word problems and is an important step as a part of a mathematics word problem solving process. Implications for teachers include that creating representations is important for students’ understanding in mathematics and crucially, that creating both internal representations (visualisations) and external representations (drawings) can and needs to be taught for maximising achievement.</p>

scholarly journals Exploring Visualisation as a Strategy for Improving Year 4 & 5 Student Achievement on Mathematics Word Problems

2021 ◽  
Author(s):  
◽  
Raymond John Teahen
Keyword(s):  
Inner City ◽  
Mixed Method ◽  
Word Problems ◽  
Intervention Study ◽  
Study Data ◽  
Word Problem Solving ◽  
Correct Operation ◽  
Mathematics Word Problems ◽  
Problem Solving Process ◽  
Student Reflections

<p>Solving mathematics word problems is more difficult for many students than solving comparable number only problems. Given the wide use of word problems in class teaching and in assessments there is potential for students not to achieve to their full ability. This study aimed to investigate if students’ comprehension of mathematics word problems, their accuracy in choosing the correct operation, and the number of word problems solved correctly could be increased through using drawings and mental visualisation. This mixed method intervention study involved 10 Year 4 and 5 students in an inner city New Zealand school. Two separate interventions were used with different groups of five students identified as being at risk of low achievement in mathematics. Each group was involved in three intervention sessions to help with solving mathematics word problems. The first included instruction in creating drawings, and the second using mental visualisation. The study data included pre- and post-tests, verbal student reflections, and student drawings. Results showed that both groups made improvements during their interventions in the number of problems solved, the number of operations chosen correctly, and in their ability to identify and write the equation described in the word problems. Both groups also increased their achievement in number only problems. There were no significant differences between the results gained by students in the different interventions. The findings suggest that visualising word problems is an effective strategy for solving mathematics word problems and is an important step as a part of a mathematics word problem solving process. Implications for teachers include that creating representations is important for students’ understanding in mathematics and crucially, that creating both internal representations (visualisations) and external representations (drawings) can and needs to be taught for maximising achievement.</p>

Dyadic vs. Individual Practice with Exploratory and Directive Mathematics Tutors

1997 ◽  
Vol 17 (2) ◽  
pp. 165-186 ◽  
Author(s):  
Robert M. Yadrick ◽  
J. Wesley Regian ◽  
Catherine Connolly-Gomez ◽  
Linda Robertson-Schule
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Word Problem Solving ◽  
Mathematics Word Problems ◽  
Average Improvement ◽  
Problem Solving Environment

We used a 2 × 2 design to compare the performance of low-aptitude remedial participants learning to solve mathematics word problems. Participants worked either alone or as a member of a collaborative dyad, and received up to twelve hours of instruction and practice using either the Word Problem-Solving Environment (WPSE), an exploratory system over which users exercise considerable control, or Solver, a very structured and sometimes directive tutor. Individuals who worked with the WPSE showed the greatest average improvement between pretest and posttest scores. Dyad members showed relatively moderate improvements after working with either the directive tutor or the problem-solving environment. There were no significant changes between pretest and posttest scores for individuals who worked with the directive tutor. We discuss possible reasons for this pattern of results and present an analysis of data concerning the number of operations used in solving problems, the number of errors made, and the number of help requests, to support our discussion.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

2021 ◽  
pp. 105345122110475
Author(s):  
Bradley Witzel ◽  
Jonté A. Myers ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Mathematics Performance ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Model Based ◽  
Students With Ld

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

scholarly journals An exploration of the teaching and learning of mathematics word problems in English to second language grade 8 learners in the Mafukuzela-Gandhi Circuit

2012 ◽  
Author(s):  
◽  
Annaleah Pooran
Keyword(s):  
Teaching Strategies ◽  
Word Problems ◽  
Teaching And Learning ◽  
National Language ◽  
Class Discussion ◽  
Medium Of Instruction ◽  
Mathematics Word Problems ◽  
Mathematics Educators ◽  
Esl Learners ◽  
Grade 8

The abolition of apartheid in South Africa in the late 1980s and the advent of democracy in 1994 resulted in dramatic changes in the education system. Of great significance to this study is the freedom African parents were allowed in choosing the medium of instruction to be used at schools. Surprisingly African parents encouraged their children to study through the medium of English mainly due to the education and employment opportunities English will provide them in the future (Mda, 1997). Now, seventeen years into democracy, English as a national language and the preferred medium of instruction has been blamed for poor results among ESL learners (Moreosole, 1998). Taylor, Muller and Vinjevold (2003: 54) point out that the difficulties associated with studying in a language other than one’s home language are more pronounced in mathematics, a subject which is strongly dependent on technical language proficiency. A section in the Grade 8 mathematics syllabus that is generally problematic for ESL learners is that of word problems (Wetzel, 2008). This is because ESL learners lack the language and reading skills needed to comprehend word problems, and the listening skills required to understand the educator’s explanation of the solution (Crandall, Dale, Rhodes and Spanos, 1985). To address the aims and objectives of this study, relevant literature was reviewed and various teaching strategies were examined to determine which strategies may be most effective in helping ESL learners solve word problems. Grounded within the Constructivist Learning Theory, this study was based on Vygotsky’s zone of proximal development and Bruner’s concept of scaffolding. Using a mixed methods approach, this study investigated problems that mathematics educators and ESL learners experience in the teaching and learning of word problems through the medium of English, and also identified strategies that mathematics educators use to teach word problems to ESL learners. iv Analysis of the educator questionnaire and the focus group interviews with learners revealed that ESL learners are experiencing difficulty solving word problems in English and educators are, to a large extent, adapting their teaching strategies when teaching them. The data also indicated that groupwork was considered by the majority of educators to be the most suitable method in the teaching of word problems to ESL learners, but sadly this method was used less frequently compared to whole class discussion and individual work due to discipline problems, the educators’ inability to handle group dynamics and the tendency for learners not to contribute to the group discussion. The findings also suggest that it is necessary for the educator to use a variety of teaching strategies to ensure that ESL learners enjoy success in mathematics. Based on the findings, this study makes recommendations regarding the teaching and learning of word problems and the use of adapted teaching strategies to foster active participation in lessons and group discussions, thereby increasing learner confidence and aiding in the understanding of English terminology used in mathematics word problems.

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