Action Research in Math

Republic of the Philippines DEPARTMENT OF EDUCATION

Region IX, Zamboanga Peninsula

Division of Zamboanga City Vitali District SIBUKTOK ELEMENTARY SCHOOL School ID: 126243

Action Research Proposal: Proposal:

“Mathematics Problem-Solving Skill and Reading Reading Comprehension”

JAY JAY-AR M. VENIGRA VENIGRA Teacher Teacher-1/Sch. -1/Sch. Math Coordinator Coordinator-Designate -Designate

JOCELYN JOCELYN P. MALI Head of School

Internet(Google.com,) -By lorenmurcia, Books lorenmurcia.hubpages.com › Explore › Education and cience › !eaching


I.

Introduction

Mathematics problem-solving and reading comprehension go hand-inhand. It cannot be denied that problem sol"ing is an important part o# $athematics

education. $athematics, in general, is an important sub%ect because o# its practical role to a person and the society as a &hole. 'o&e"er, be#ore a student can success#ully sol"e a problem, he has to posses’ good reading comprehension, analytic and computational skills. ol"ing $ath problems entails or reuires the students to do or apply t&o skills at the same time- reading and computing. It is a t&o-edged s&ord &hich the student should conuer, so to speak.

s a teacher o# $athematics in Grade * in our school, I ha"e encountered many pupils &ho are poor both in comprehending and analy+ing $athematics &ord problems. peci#ically in  /*-// Grade * class, only // out o# 0 pupils can success#ully sol"e problems in $ath &ithout or &ith %ust little help #rom the teacher. !he rest need to be guided to understand the problem. pproximately 12 #ind it hard to picture the situation indicated by the problem they are trying to sol"e. !he slo& ones &ould e"en ask the meaning o# a certain &ord in the problem. 3hen they ha"e understood it, it is only then that they #ully grasp the e"ent4situation pictured in the problem. 'o&e"er, there are still some &ho cannot understand it, probably because they


can5t connect or relate the ideas explained in the problem. 3hen it is time to analy+e or break do&n the problem, only the // pupils mentioned earlier can acti"ely participate.

6uring group acti"ities, the leaders &ould most o#ten report that their members ha"e to be monitored closely so that they &ould be able to correctly analy+e the problem. Based on their report, roughly 7 out o# 8 members acti"ely contribute in their output.

!hat is &hy, during #ormati"e tests, only // can get a higher score. $a%ority o# the class get -7 correct ans&ers out o# 9 gi"en problems. ince the beginning o# the school year, I ha"e noticed that roughly 192o# the class has poor reading comprehension skills. !he Grade 7 teacher &arned me be#orehand that this class is the slo&est batch she has handled: particularly in reading comprehension. $any o# the pupils in the class ha"e poor "ocabulary skills. !rue enough, I experience the same thing no&. It seems that the present batch o# pupils is &orse than the pre"ious one. !ranslating this into analy+ing the problems in $athematics, there is a grim prospect that they &ould #ind it hard to understand $ath problems and thus a##ect their per#ormance in the said area, not &ithstanding their numerical skills. In straight computations like plain addition, multiplication, subtraction and di"ision, they can sol"e them success#ully &ith "ery little help. But &hen these are &ritten in the "erbal context-not in the numerical contextthey are already at a loss, so to speak. ;b"iously, the bane o# these pupils is the understanding o# the contents o# the math problems correctly and connecting the ideas expressed in it to #ully grasp and #ind a &ay to success#ully sol"e the problem.


II. The Problem

!he problem is the #ailure o# the Grade I< pupils o# ibuktok Elementary chool,  /*-/9, to correctly analy+e &ord problems in $athematics due to poor reading comprehension abilities. =ossible >auses? /. @imited "ocabulary &ords in $athematics. . @ack o# techniues and interest in sol"ing &ord problems.

III. Generation of Alternative Solution

!his action research o##ers alternati"e solution to the #ollo&ing?

/. @imited $athematics "ocabulary

a. =ro"ide unlocking o# di##iculties through "ocabulary de"elopment be#ore the beginning o# the $ath class.

b. Establish a tutor-tutee relationship &herein a good pupil tutors or teaches a slo& classmate assigned to him in areas o# reading comprehension and problemsol"ing.

c. =ro"ide interesting and challenging "ocabulary acti"ities in"ol"ing $athematics "ocabulary such as in contests and games.

. @ack o# techniue in sol"ing &ord problems


a. ;rgani+e the gi"en in#ormation #ound in the problem.

b. Ase ob%ect representation and manipulati"e to picture clearly the gi"en $ath problem.

c. ubstitute large numbers by simpler numbers or restate the problem in much simpler terms through impro"ed reading comprehension

d. $ake a number sentence out o# the &ord problem

e. Ase the trial and errorC method or the guess and checkC


IV. Plan of Action a. b!ectives /. Impro"e the pupils5 limited "ocabulary &ords in $athematics and enhance reading comprehension ability o# the students . 6e"elop the pupils5 techniues in sol"ing &ord problems b. Time "rame !his study &ill be conducted #or one uarter, #rom Duly to eptember o#  /9-/0 c. Target Sub!ects !arget sub%ects #or this study are the Grade I< pupils o# ibuktok Elementary chool during the academic year /9-/0. d. Activities to be underta#en Target $ate

Dune /9

Dune /, /9

Persons Involved

chool 'ead

Grade
Activities

. In#orm the school head about the action research to be undertaken

%&pected 'esults

Granted permission to conduct the research

/. >onstructed !est uestions . dministered =re-!est =re-test cores 7. Interpreted =re!est Fesults


Target $ate

Dune /9-/1, /9

Persons Involved

Activities

Grade
presentation in teaching cience

Dune -9, /9

Duly 0-, /9

Duly -*, /9

Duly /-7, /9

%&pected 'esults

!he class &ill ha"e 892 or more >=@

;rient and ssess the pupils #or research the assign topic in the E- !he pupils &ill be oriented and Grade
Grade
@et the pupils use the games related to the lessons installed in laptop and ipad as the e"aluation part

Grade
Using the coputer let the pupils indi!iduall" ans#er /2 o# the class &ill get passing score their #or$sheets installed to their assigned des$top

Grade I< pupils, !eacher

7. Establish a tutor-tutee relationship in reading comprehension and /2 o# the slo& pupils &ill problem-sol"ing &herein learn #rom their tutor-classmates a good pupil tutors a slo& classmate assigned to him

/2 o# the pupils &ill participate

*. E"aluated the 6egree ugust 9, /9 Grade

/. 6ra& a graph, chart, graphic organi+er or list to help the students

/2 o# the pupils &ill be able to organi+e the gi"en data and connect the ideas expressed in


Target $ate

Persons Involved

Activities

%&pected 'esults

organi+e their in#ormation #ound in the &ord the problem problem. . sk the students to make representation o# ob%ects so they &ill be able to "isuali+e the problem clearly. !hey can use ruler, play money, realia, blocks, dice, etc.

/2 o# the pupils can manipulate and be aided by these materials in sol"ing &ord problems

ugust * to Grade I< pupils, eptember *, /9 !eacher

7. ubstitute large numbers by simpler numbers and use them instead o# &hat are gi"en in the problem, =roblems can also be restated in much simpler terms.

/2 o# the pupils &ill be able to simpli#y the problem and substitute simpler numbers #or the gi"en numbers

eptember 8-/1, /9


*. Hrom the gi"en problem, make a number sentence by substituting the English sentences /2 o# the pupils &ill be able into $athematics to master &riting the number sentences. nother sentence techniue is to translate the problem into a dialect most understood by the students.

eptember /-9, Grade I< pupils, /9 !eacher

9. ol"e by trial and error or guess and /2 o# the pupils &ill be able check by using the to apply the guess and check ans&ers pro"ided in techniue multiple choice problems.

ugust /8-, /9


V. %valuation (riteria


!he result o# this research shall be reported a#ter /2 o# the Grade I< pupils ha"e impro"ed their $athematics problem-sol"ing skills.

VI. 'esearch $esign !his action research is purely descripti"e in nature &hich uses pre-test4post-test results and sur"ey results to address the pupils5 problem. Activities

$ata To )e (ollected

Statistical Treatment

/. >onduct a pre-sur"ey o# the pre"ious $ath =re-sur"ey result "ocabulary and reading comprehension o# students

"erage

. dminister the pre-test

Fesult o# the pre-test

=ercentage

7. >onduct daily test on $ath "ocabulary

Fesult o# the daily test

=ercentage

*. >onduct &eekly test on problem-sol"ing

3eekly test result

=ercentage

9. >onduct a post-sur"ey o# the $athematics "ocabulary =ost-sur"ey result o# the pupils

"erage

0. dminister the post-test

=ercentage

Fesult o# the post-test


Action Research in Math

Recommend Documents