Action Research Proposal:

Mathematics Problem-
Solving Skill and Reading
Comprehension
It cannot be denied that problem solving is an important part of Mathematics education.
Mathematics, in general, is an important subject because of its practical role to a person
and the society as a whole. However, before a student can successfully solve a
problem, he has to possess good reading comprehension, as well as analytic and
computational skills.

The Problem
Problem solving in mathematics and reading comprehension go hand in hand. Solving
Math problems entails the students to apply two skills at the same time: reading and
computing. It is a double-edged sword.

As a public school teacher of sixth grade mathematics for five years, I have
encountered many pupils who are poor in both comprehending and analyzing math
word problems.

Specifically in my 2010-2011 class, only 11 out of 60 pupils could successfully solve

word problems with or without help from the teacher. The rest needed to be guided to
understand the problem. Approximately 82 percent find it hard to picture the situation
indicated by the problem they are trying to solve. The slower ones would even ask the
 meaning of a certain word in the problem. When they have understood it, it is only then
that they fully grasp the event and situation pictured in the problem.

Obviously, the bane of these pupils is the understanding of the contents of the math
problems correctly and connecting the ideas expressed in it to fully grasp and find a way
to successfully solve the problem.

The Causes
1. Limited vocabulary in mathematics
2. Lack of technique in solving word problems

The Solutions
Vocabulary

1. Develop vocabulary before the beginning of the math class

2. Establish a tutor-tutee relationship wherein a good pupil tutors or teaches a slower
classmate assigned to him in areas of reading comprehension and problem-solving
3. Provide interesting and challenging vocabulary activities involving mathematics
vocabulary, such as contests and games
Comprehension

1. Organize the given information in the word problem

2. Use object representation and manipulatives to visualize word problems
3. Substitute large numbers with easier numbers, or restate the problem in simpler terms
4. Make a number sentence out of the word problem
5. Use the “trial and error” method or the “guess and check”
 Plan of Action
Objectives

1. Improve the pupils' limited vocabulary and enhance reading comprehension ability of
the students
2. Develop the pupils’ techniques in solving word problems
Time Frame

This study will be conducted for one quarter, from July to September.

Target Subjects

The target subjects for this study are the sixth grade pupils of Zapote Elementary
School during the academic year 2011-2012.

Activities to Be Undertaken
Target Persons
Activities Expected Results
Date Involved

July 12, School A. Inform the Granted permission to conduct the research
2011 Head school head
about the
action research
to be
undertaken

July 15, Grade B. Orientation 100% of the pupils and co-teachers will be aware of the on-
2011 VI of the pupils going research
pupils and co-
Co- teachers
teachers regarding the
action research
 Target Persons
Activities Expected Results
Date Involved

C. Improve the
pupils' limited
vocabulary
words in
Mathematics

July 16, Grade 1. Survey the 100% of the pupils will be surveyed
2011 VI Mathematics
pupils vocabulary
skill of the
pupils.

July 18 to Grade 2. Provide 100% of the class will develop and enhance their Math
September VI unlocking of vocabulary skill
9, 2011 pupils difficulties
through
vocabulary
development
before the
beginning of
the Math class.

July 21, Grade 3. Establish a 100% of the slow pupils will learn from their tutor-
2011 VI tutor-tutee classmates
pupils, relationship in
Teacher reading
comprehension
and problem-
solving
wherein a
good pupil
tutors a slow
classmate
assigned to
him

July 18, Grade 4. Provide 100% of the pupils will participate more actively in
2011 until VI interesting and discussions and activities
the end of pupils , challenging
the school Teacher vocabulary
year activities
involving
 Target Persons
Activities Expected Results
Date Involved

Math
vocabulary
such as in
contestsand
game.

D. Develop the
pupils'
techniques in
solving word
problems

July 25 to Grade 1. Draw a 100% of the pupils will be able to organize the given data
August 5, VI graph, chart, and connect the ideas expressed in the problem
2011 pupils, graphic
Teacher organizer or
list to help the
students
organize their
information
found in the
word problem.

August 8- Grade 2. Ask the 100% of the pupils can manipulate and be aided by these
19, 2011 VI students to materials in solving word problems
pupils, make
Teacher representation
of objects so
they will be
able to
visualize the
problem
clearly. They
can use ruler,
play money,
realia, blocks,
dice, etc.

August 22 Grade 3. Substitute 100% of the pupils will be able to simplify the problem and
to VI large numbers substitute simpler numbers for the given numbers
September pupils, by simpler
2, 2011 Teacher numbers and
 Target Persons
Activities Expected Results
Date Involved

use them
instead of what
are given in
the problem,
Problems can
also be
restated in
much simpler
terms.

September Grade 4. From the 100% of the pupils will be able to master writing the number
5-16, VI given problem, sentence
2011 pupils, make a
Teacher number
sentence by
substituting
the English
sentences into
Mathematics
sentences.
Another
technique is to
translate the
problem into a
dialect most
understood by
the students.

September Grade 5. Solve by 100% of the pupils will be able to apply the guess and check
19-23, VI "trial and technique
2011 pupils, error" or
Teacher "guess and
check" by
using the
answers
provided in
multiple
choice
problems.
Evaluation Criteria
The result of this research shall be reported after 100% of the Grade VI pupils have
improved their Mathematics problem-solving skills.

Research Design
This action research is purely descriptive in nature and uses pre-test/post-test results
and survey results to address the pupils’ problem.

Data To
Activities Be Statistical Treatment
Collected

1. Conduct a Pre- Average

pre-survey of survey
the previous result
Math
vocabulary
and reading
comprehension
of students

2. Administer Result of Percentage

the pre-test the pre-
test

3. Conduct Result of Percentage

daily test on the daily
Math test
vocabulary

4. Conduct Weekly Percentage

weekly test on test result
problem-
solving
 Data To
Activities Be Statistical Treatment
Collected

5. Conduct a Post- Average

post-survey of survey
the result
Mathematics
vocabulary of
the pupils

6. Administer Result of Percentage

the post-test the post-
test

© 2012 lorenmurcia