Mathematics Vocabulary and Problem Solving Skills

of Grade Six Pupils

Clarin Elementary School

Plaridel North District

By:

RACEL P. SENIT
I. Introduction and Rationale

Solving Math problems entails the pupils to apply two skills:

comprehending and computing. Unfortunately, my grade 6 pupils lack of these

skills. In every quarter, Mathematics receives the lowest MPS of about 30 –

40 % only, thus affecting the class Proficiency Level and the school’s MPS as

a whole. Many pupils can perform the fundamental operations in Mathematics

but can’t solve word problems. Through these observations, the researcher is

prompted to conduct this study. It aims to develop the pupils’ Mathematics

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

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

Mathematics.

II. Literature Review

Mathematics is a language for communication and a tool for discovery.

Learning the vocabulary needed to express oneself effectively is essential for

success in today’s competitive world economy. That is, students must be able

to comprehend what mathematics vocabulary means and use those

specialized, mathematic concepts when appropriate (Godwin et al., 2017).

Word problems are the primary method for assessment of mathematics in the

late elementary grades. This involves several components, including reading

of the problem, planning for solution, setting up for solution, and conducting

appropriate computations (Hebert et al., 2016). Students must understand

math vocabulary if they are to master content and be able to apply it in future

situations .Students need to create meaning, make associations, and make

personal connections with math vocabulary and content . Students need

authentic opportunities to communicate their thinking and practice the use of

mathematical language (Torrey, 2016).

Vocabulary understanding is a major contributor to overall

comprehension in many content areas, including mathematics. Effective

methods for teaching vocabulary in all content areas are diverse and long

standing. 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). Elementary and middle

school students are required to both understand and apply the meanings of

essential vocabulary in order to solve math word problems. 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). Students come to mathematics with an existing

vocabulary. However, some words they are familiar with may hold different

mathematical meanings and may be used in mathematics to express different

or very specific concepts. This requires students to learn these words and

their specific mathematical meanings and how they are applied, if they are to

experience success in mathematics (Jourdain et al., 2016).

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

a formidable barrier to understanding Mathematics concepts, mathematical

comprehension and mathematical problem solving (Department of Education,

2008). The challenges of comprehending the language of Mathematics are

further compounded for students with learning difficulties, learning support

needs or those learning English as an additional language.This language of

mathematics encompasses more than just numbers and symbols; it includes

specific vocabulary that should be developed through instruction and

experience (Firmender et al., 2014). Within the context of language of

mathematics, further examination of the vocabulary of mathematics is

important. To be an effective communicator of mathematics, one must

understand the nuances of the vocabulary. Furthermore, research addressed

this problem by stating “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” (Herron et al.,

2015).

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. Changing a simply written mathematics item into a verbose

mathematics item may lead to unintended consequences because a word

problem might be easier for students with strong reading skills than those who

do not have adequate reading skills. Mathematical word problems are often

challenging for EAL/D learners. They often miss crucial information because

of their limited linguistic resources, such as not being familiar with contextual

knowledge, text type knowledge, grammar and vocabulary (Adoniou & Qing,

2014).

Competency with mathematics requires use of numerals and symbols

as well as an understanding and use of mathematics vocabulary (e.g., ass,

more, triangle). Currently, no measures exist in which the primary function is

to gauge mathematics-vocabulary understanding (Powell et al., 2017).

 Moreover, mathematical concepts sometimes are made up of the

relationship between two words, which are hard to understand and at the

same time require the use of symbols in solving the problem. Apart from the

need for learners to be skilled in mathematical vocabulary and the

mathematical writing system, learners will also be required to know the logical

connectives (Chitera et al., 2016). Thus, as students begin to develop

mathematical reasoning they need to also develop a balance of conceptual

and procedural understanding of mathematics vocabulary terms. This involves

students learning new vocabulary terms they may not ordinarily use in their

daily discourse. Students who conceptually understand mathematics

vocabulary appear to perform better on mathematic achievement tests 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” .Though mathematics and text are two different

things, the relationship between mathematics and language, in the context of

expression, has long been recognized. That way, it is commonly heard the

statement saying mathematics is the symbolic expression of language, while

the language is a verbal expression of mathematics further than that. There is

a strong relationship between the structure of language and mathematics, and

also there is a strong logical relationship. Similarly, there is a strong

relationship patterns and interconnected between language and mathematics

(Hapipi et al., 2017)

 There is widespread recognition of the difficulty that many learners

have with mathematical language and the importance of language in learning

mathematics. However much less attention has been paid to the question of

how children learn to speak or write mathematically or to what kinds of

mathematical-linguistic competence may be developed in the home, in pre-

school settings and in other non-school settings (Morgan, 2014).

Communication in mathematics is directly and strongly related to problem

solving and posing. In order to be a good problem solver in mathematics,

students should have two skills problem representation skills which include

words, graphs, pictures, and tables, and 2) symbol manipulation skills which

include being able to carry out mathematical and geometrical procedures

Students’ mathematical problem solving skills mostly depend on their

representational skills of mathematical thinking . This is because

representations! Enable student to externally reflect on their problem solution

processes (Bicer et al., 2014).

Student literacy and language levels further impact on their capacity to

interpret word problems and translate these into mathematical equations for

solution by mental or technological means (Grant et al., 2014). Taking steps

to prevent mathematics difficulty for children is important. One way to support

children and promote progressive understanding of mathematics is to use

precise and accurate language embedded within teaching strategies that

progress and generalize across standards and grade levels. In addition, it is

important for special educators to consult the standards and curricula across

grade levels to understand language and expectations for future successes.

For example, a third-grade educator may benefit from looking at not only third-
grade standards but also fourth-, fifth-, and sixth-grade standards. Teaching

children so that they are successful in mathematics requires that educators

plan for not only short-term success but long-term success (Hughes et al.,

2016).

III. Research Questions

1. What is the level of Mathematics vocabulary and problem solving

skills among Grade 6 pupils?

2. Is there a significant relationship between the level of Mathematics

vocabulary and problem solving skills of Grade 6 pupils?

IV. Scope and Limitation

This study will be conducted at Clarin Elementary School, Clarin,

Plaridel, Misamis Occidental during the school year 2019-2020. The study will

primarily be concerned with describing , analyzing, and interpreting data to

find out the significant difference in the level of pupil’s mathematics

vocabulary and problem solving skills of grade 6 pupils.

V. Research Methodology

a. Sampling

There will be 21 grade 6 pupils who will serve as the sample of

this study. The pupils came from the regular-heterogeneous class of Clarin

Elementary School for the School Year 2019-2020. Purposive sampling will

be used to select the sample.

b. Data Collection

This study will employ the use of researcher-made test for

mathematics vocabulary and problem solving. A descriptive-

correlational design will be used in this research. The goal of the

descriptive research is to describe a phenomenon and its

characteristics.

To determine the level of pupil’s vocabulary and problem

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

system.

Score Equivalent Grades Interpretation

21-25 90-100 Outstanding

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

c. Ethical Consideration

The ten principles on ethical considerations by Bryman and Bell

(2007) will be complied with in this study. First, the research

respondents will not be subjected to harm in any ways. Respect for

the repondents’ dignity will be prioritized. Full consent will be obtained

from the respondents prior to the study. Protection of the privacy of

research respondents, adequate level of confidentiality of the research

data, and the anonymity of individuals participating in the research will

be ensured. Moreover, deception and exaggeration about the aims and

 objectives of the reserach will be avoided. Affiliations in any forms,

sources of funding, as well as any possible conflicts of interest will be

declared. Lastly, any type of communication in relation to the research

will be done with honesty and transparency and any type of misleading

information, as well as representation of primary data findings in a

biased way, will be avoided.

d. Plan for Data Analysis

In order to have a clear understanding on the data gathered,

these will be measured using the following statistical tools.

Mean and standard Deviation will be used in determining the

respondents’ level of mathematics vocabulary and problem solving skill.

Pearson r Product Moment of Correlation Coefficient will be

used to determine the significant relationship between the level of

mathematics vocabulary and pupils’ problem solving skill.

 Activities Timeline
Introduction of Research Study to the
teacher-respondents (parent consent 4th week of June 2019
for the pupils)

Conduct of Pre-test for Mathematics

1st week of July 2019
Vocabulary and Problem Solving
Provide unlocking of difficulties 2rd week of July – 2nd week of August
through vocabulary development 2019
before the beginning of Math class
Provide interesting and challenging 2rd week of July – 2nd week of August
Math vocabulary such as games. 2019
Conduct Post-test 3 Week of August 2019
rd

Analysis of the Data Gathered 2 and 3rd week of September 2019

nd

Completing AR September 2019

Revision and Finalizing the Paper September 2019
VI. Timetable

VII. Cost Estimates

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
VIII. Plans for Dissemination and Utilization

 Conduct classroom summative test to measure the affectivity of the

interventions.

 Publish article regarding the result of the study

 Use pamphlets for wide dissemination.

 REFERENCES

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Learners. Australian Mathematics Teacher, 70(3), 3-13. Retrieved on
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Bicer, A., Capraro, R. M., &Capraro, M. M. (2014). Integrating writing into
mathematics classroom as one communication factor. The Online Journal of
New Horizon in Education, 4(2), 58-67. Retrieved on February 2, 2019 from
https://goo.gl/fjVUqj

Bowie, A. L. (2015). The Relationship Between Middle School Students'

Mathematical Vocabulary and Their Achievements in Mathematics: A
Mixed Method Study. Retrieved on February 2, 2019 from
https://goo.gl/qYKoJf

Chitera, N., Kasoka, D., &Thomo, E. (2016). There is More to the Teaching and
Learning of Mathematics Than the Use of Local Languages: Mathematics
Teacher Practices. Journal of Education and Learning (EduLearn), 10(4),
308-319. Retrieved on February 2, 2019 from https://goo.gl/db9Gyc

Firmender, J. M., Gavin, M. K., &McCoach, D. B. (2014). Examining the relationship

between teachers’ instructional practices and students’ mathematics
achievement. Journal of Advanced Academics, 25(3), 214-236. Retrieved on
February 2, 2019 from https://goo.gl/ACfmS9

Godwin, A. J., Capraro, M. M., Rupley, W. H., &Capraro, R. M. (2017).

Metasynthesis of Factors Contributing to Children’s Communication
Development: Influence on Reading and Mathematics. Child Development
Research, 2017. Retrieved on February 2, 2019 from https://goo.gl/t8r7Xp

Grant, E., Nutchey, D., Cooper, T., & English, L. (2014). Language and literacy in
mathematics: stepping stones or stumbling blocks in accelerating junior-
secondary students. Retrieved on February 2, 2019 from
https://goo.gl/N8u2eX

Hapipi, Azmi, S., Sripatmi, &Amrullah. (2017, August). The relation between
learning mathematics and students’ competencies in undesrtanding texts.
In AIP Conference Proceedings (Vol. 1868, No. 1, p. 050012). AIP
Publishing. Retrieved on February 6, 2019 from https://goo.gl/RPR5w2

Harris, P. P., Pollingue, A. B., Hearrington, D., & Holmes, A. (2014). Effects of
Training on Pre-Service Special Educators' Abilities to Co-Teach Math
Vocabulary in Preparation for Inclusion Settings. Journal of the
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Hebert, M. A., & Powell, S. R. (2016). Examining fourth-grade mathematics writing:

features of organization, mathematics vocabulary, and mathematical
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 Research Proposal Application Form and Endorsement
of Immediate Supervisor

A. RESEARCH INFORMATION
RESEARCH TITLE
Mathematics Vocabulary and Problem Solving Skills of Grade Six Pupils
SHORT DESCRIPTION OF THE RESEARCH
It is an action research to develop the Mathematics vocabulary and
problem solving skills of Grade Six pupils of Clarin Elementary School.
RESEARCH CATEGORY (check RESEARCH AGENDA CATEGORY
only one) (check only one main research
National theme)
Region Teaching and Learning
Schools Division Child Protection
District Human Resource Development
School Governance
(check up to one cross cutting theme,
if applicable)
(check only one) DRRM
Action Research Gender and Development
Basic Research Inclusive Education

Others (please specify):______

FUND SOURCE (e.g BERF, SEF, AMOUNT

others)*
Personal Funds P4,500.00

TOTAL AMOUNT P4,500.00

B. PROPONENT INFORMATION

LAST NAME: FIRST NAME: MIDDLE NAME:

SENIT RACEL PARCUTILO
BIRTHDATE (MM/DD/YYYY): SEX: POSITION/DESIGNATION:
03/21/1985 FEMALE TEACHER-II
REGION/DIVISION/SCHOOL (whichever is applicable):
CLARIN ELEMENTARY SCHOOL
CONTACT NUMBER 1: CONTACT NUMBER 2: CONTACT NUMBER 3:
09054644509 09183962506 09454312415
EDUCATIONAL ATTAINMENT TITLE OF THESIS/RELATED RESEARCH PROJECT:
(DEGREE TITLE):
BACHELOR IN ELEMENTARY
EDUCATION
MASTER OF ARTS IN TEACHERS’ SELF-EFFICACY IN RELATION TO
EDUCATION MAJOR IN PUPILS’ BEHAVIOR
EDUCATIONAL MANAGEMENT AND ACADEMIC PERFORMANCE
SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

 I hereby endorse the attached research proposal. I certify that the
proponent has the capacity to implement a research study without
compromising her office functions.

RIZA J. CLARET
Principal-I
Date: _________