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Introduction
Jitendra, 2009). One aspect of the mathematics curriculum that involves high
situations in which problems are posed that can be solved through the use of
which students must overcome barriers in order to obtain and explain a solution
to a mathematical problem that is not directly apparent (Heddens & Speer, 2001).
word usage. Sometimes the numerals and numeric operations are difficult to
advanced word problems. This results in high levels of challenge for many
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Wherefore, premises considered, the researcher opts to examine the effect
students in mathematics?
integrated school.
Specifically, it aims;
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Significance of the Study
The result of this study provides basis for solving basic mathematical
operations and have a deep-rooted belief that they will never be very good at
solving math problems. One of the goals for this research is for students to
problem solvers. By helping to boost not only their problem-solving abilities but
become a bit more tenacious when dealing with a difficult problem and thereby
This study was limited only on finding the effects of problem solving
Definition of Terms
In order to clarify some terms used in this study, the following are hereby
defined conceptually or operationally:
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REVIEW OF RELATED LITERATURE
This chapter presents the literature reviewed and studies which were read
Related literature
advance throughout the 20th century through the research of George Polya
strategy for solving mathematics problems. The four steps in his strategy
were: (a) understand the problem, (b) make a plan, (c) carry out the plan, and
(d) review and respond, or extend (Polya, 2000). Polya continued to develop
his plan for teaching students how to solve mathematics word problems by
expanding the four steps of How to Solve It to six steps: (a) understand the
consequences of carrying out the plan of action, (d) carry out your plan in a
thoughtful manner, (e) check to see if the desired goal has been achieved, and
(f) reflect on your new knowledge from solving the problem. Polya's word
problem strategy laid the foundation for the use of cognitive strategies within
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Some examples of mathematical models include graphs and pictures,
symbolic expressions, tables, and verbal statements (Lesh & Doerr, 2003).
expects to find the correct solution (Greeno & Hall, 1997). Effective problem
the solution quicker than others, depending on the task (Greeno & Hall,
1997; Preston & Garner, 2003; Verschaffel et al., 1999). Furthermore, factors
that might impact the mathematical model are more obvious to problem
solvers who fully engage in the problem-solving process. Those who take the
necessary time and energy to understand the text and develop a situation
model are likely to solve the problem (Verschaffel et al., 2000), but that does
the problem.
missteps are discussed here. At the first stage of the superficial problem-
solving process, students read the text and create a mathematical model. This
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leap in the problem-solving process does not facilitate adequately
understanding the text or determining the key aspects of the problem. At the
Santos-Trigo (2000) noticed that high school students often tried using
They were frequently unsuccessful and Santos-Trigo argued that if they had
better facility with multiple representations then they might have shown
and report the result as the problem’s solution without interpreting it. For
blocks, or people. This expedited problem-solving process takes less time but
common error that can be made at any stage of the problem-solving process
is not devoting the necessary cognitive energy to each stage of the process.
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One error made by many students is not taking time and cognitive energy to
greatly in the United States public education system (NCTM, 2009). The
standards and has articulated the importance of problem solving within all of
their standards for school mathematics (NCTM, 2009). The NCTM further
describe events that occur outside of school and thus have the potential to
contexts.
Hypothesis
1. Null Hypothesis
2. Alternative Hypothesis
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METHODOLOGY
RESEARCH DESIGN
The research study will use the descriptive survey wherein she will use a survey
questionnaire in gathering the data and finding out the effects of problem solving
strategies on the performances of grade-8 students in mathematics
The respondent of this study will be the Grade-8 students of Cebu Integrated
School who has undergone the subject math.
DATA GATHERING
There is a liker scale that will use in gathering data from the said respondent.
5 – Strongly Disagree
4 - Disagree
3 - Unsure
2 - Agree
1 – Strongly Agree
3 – Never Used
2 – Seldom Used
1 – Frequently Used
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BIBLIOGRAPHY
References
Gersten, R. & Chard, D. (1999). Number sense: Rethinking arithmetic instruction for
students with mathematical disabilities. The Journal of Special Education, 33(1), 18-28.
Jitendra, A. K., Griffin, C. C., McGoey, K., Gardill, M. C., Bhar, P. & Riley, T.
(1998). Effects of mathematical word problem solving by students at risk or with mild
Schullo, S. A. & Alperson, B. L. (April, 1998). Low SES algebra1 students and their
beliefs of ability with final grades. Paper presented at Annual Meeting of the American
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Educational Research Association, San Diego, CA.
for students with LD. The Journal of Special Education, 36(2), 89-101.
middle school mathematics classroom. The Elementary School Journal, 97, 21-38.
Yackel, E., & Cobb, P. (1996). Socio mathematical norms, argumentation, and
Zusho, A., & Pintrich, P. (2002). Motivation in the second decade of life: The Role of
education: General issues in the education of adolescents (pp. 163-199) Greenwich, CT:
Information Age.
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