Problem Solving in Mathematics
Special
Topic: Translating Word Problems to Mathematical Symbols
Topic
NCBTS: Domain 3 – Diversity of Learners
By: Christine Angelie C. Granada
What
do the At the end of this module, the learner should be able to:
students discuss the related concepts in problem solving in mathematics and
need to solve worded problems by translating it first to mathematical symbols
learn?
INTRODUCTION:
What Word problem is an exercise in mathematics that is put into words. It is
do the usually situational and realistic. It requires the students to analyze the problems
students critically. Thus, it helps them to develop their critical thinking skills. It is also
need to one of the hardest parts of mathematics but it is much harder answering word
know? problem without translating it first to mathematical symbols. Mathematical
symbol is a representation that is used to show mathematical relation or
operation. This can be in a form of operations, inequalities, and equalities
symbols.
Nowadays, the common problem of students is to analyze word problem. If
the students are not able to analyze this word problem, they are going to find it
harder to translate into mathematical symbols and to solve as well. Otherwise,
they are going to find it easier to translate into mathematical symbols and to
solve. Yeo (2009), some students who had a strategy to solve the problem were
impeded in their progress in solving the problem by their inability to translate the
problem into a mathematical form (equations or open sentences). Some students
have also difficulties in solving the problem because they do not comprehend the
problem as they found the problem confusing.
DISCUSSION:
According to Polya (1957) solving problem is a practical skill. Students will
learn problems when they observe and imitate what other people do when
solving problems. Our conception of the problem is getting differ when we are
shifting point of view in the problem. Krulik & Rudnick (1996), on their book
about teaching reasoning and problem solving, found that the ability of students
to recognize words is fundamental to reading. Being able to visualize the
problem can lead to a successful problem solving.
Obtaining mathematical skills and knowledge are important in learning
mathematics for it will help to develop not only one person’s critical thinking
skills but also their analytical and logical thinking skills. In studying
mathematics, problem solving is always present. It requires the students to
analyze the problems critically. This will also help in developing a person’s
problem solving skills. But, it is evident nowadays that many students have
difficulties in obtaining the said mathematical skills and knowledge and, some
students tend to hate mathematics because they think they will not come up with
the correct answers. Wu et al. (2009) as cited by Tambychik, Meerah and Aziz
(2010), lack of confidence during problem solving, weakness in understanding
the terms and mathematical language, confusion in determining mathematical
operation and lack of conceptual and procedural skills in problem solving were
the common difficulties students encountered in mathematics learning.
Translating words or statements to symbols is one way in solving problems.
It is undeniably one of the solution processes in solving word problems that can
be considered critical (Bardillion, Jr. 2004). In using this way, this will further
help the student to come up with the right answer. But before translating words
or statements to symbols, the students must know and understand what the word
means and what the symbol represents. As what mentioned by Kersaint,
Thompson and Petkova (2009), learners must figure out how to connect the
symbols to some concepts and ideas (not only perceiving them) and the words to
express those concepts and ideas.
Moreover, as cited by Ricks (2013) in her study, Capraro (2006) stated that
the students must develop and have conceptual understanding so that when they
encounter words or phrases that is related to mathematics and has mathematical
meanings, they can easily translate it to mathematical symbols and that is called
linear equations. Thus, students’ comprehension and vocabulary are important
for them to be proficient in translating mathematical phrases into mathematical
symbols.
However, according to Garcia (1999) as cited by Lugo (2005), “the lack of
facility in the comprehension of basic facts about numbers, errors in calculation,
error in logical reasoning and translation of English word to mathematical
symbols and vice-versa will mostly likely lead some students to manifest
symptoms of poor learning disability in mathematics.”
In the work of Jupri and Drijvers (2016), they conclude that the main
difficulties shown in students’ written work concerns in understanding words,
phrases or sentences, and formulating equations, schemas or diagrams.
EDUCATIONAL IMPLICATIONS:
Problem solving in mathematics can develop not only problem solving skills
of the students but also their critical thinking skills. The students will be mindful
of their progress in learning mathematics. At the end, they can also apply this or
solve problems in real life situations.
What The students need to remember the following:
do the Translating words or statements to symbols is one way in solving
students problems.
need to Learners must figure out how to connect the symbols to some concepts
remember? and ideas, not only perceiving them, and the words to express those
concepts and ideas.
Students’ comprehension and vocabulary are important.
Research Title: Students’ Difficulties in Translating Worded Problems into
What does Mathematical Symbols
research Authors: Jes Kier B. Dela Cruz and Dr. Minie Rose C. Lapinid (2014). Holy
say about Child Catholic School, Manila. De La Salle University, Manila
this?
Background
The paper sought to identify the difficulties encountered by students in
translating worded problems into mathematical equations in a private sectarian
school in Manila. The study examined the students’ difficulties and level of
performance in translating worded problems into mathematical symbols. A 20
item problem solving test involving the four fundamental operations was given
during the third quarter of the school year 2012-2013 to 204 Grade 5 students.
Scores in this test measured their performance level in translating worded
problems while interpretation of their mistakes identified their difficulties in
translating worded problems.
Methods
The data of the study was obtained through a researcher-made test. A table
of specification was also used to ensure that the number of items was equally
distributed. Each item was given a weight of one (1) point. This researcher made
test measured the performance level of Grade 5 students in translating worded
problems into mathematical symbols. Students were required to translate the
worded problems into mathematical symbols. Students were instructed to write
the mathematical equation of each word problem in the questionnaire.
Results
Results indicate that 40% of the respondents are below the satisfactory level
in translating worded problems. Carelessness, lack of comprehension,
interchanging values, and unfamiliar words are some of the common difficulties
encountered by the respondents in translating worded problems.
Conclusion
Problem solving is a difficult task as it involves a lot of steps. Students have
to hurdle the challenges in going from one step to another although the steps may
not necessarily have to be taken in sequential manner. Some of the processes in
solving word problems involve reading comprehension and how students make a
plan. This is where the study focused on because it includes the ability of the
students in translating worded problems into mathematical sentence.
What Reflective Pause: Students write their personal insights and reflections about
insights and problem solving in mathematics.
learning the
students 1. Complete the section. Problem solving is…
gained in ___________________________________________________________
this topic?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. As a future teacher, how can you develop the critical thinking skills of
students using translating word problems to mathematical symbols?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
References:
Where Bardillion, R. U. (2004). Students' filipino verbal and symbolic translations,
can the problem solving ability and attitude towards mathematics word problems.
students Quezon: Unpublished Master Thesis, University of the Philippines.
get
additional Dela Cruz, Jes Kier B. and Lapinid, Minie Rose C. (2014). Students’ Difficulties
informatio in Translating Worded Problems into Mathematical Symbols. DLSU,
n about Manila
this?
Jupri, Al and Drijvers, Paul (2016). Student Difficulties in Mathematizing Word
Problems in Algebra. Universitas Pendidikan Indonesia, INDONESIA and
Utrecht University, the NETHERLANDS
Kersaint, Gladis, Thompson, Denisse and Petkova, Mariana (2009). Teaching
Mathematics to English Language Learners. The Nature of Mathematics,
2.3:47-48
Krulik, S., & Rudnick, J. (1996). The new sourcebook for teaching reasoning and
problem solving in junior and senior high school. Needham Height,
Massachusetts: A. Simon & Schuster Company.
Lugo, Melanie D. (2005). Factors Affecting Word Problem Solving Capabilities
in Algebra: Basis for Effective Teaching Strategies. Pamantasang Lungsod
ng Maynila
Polya, G. (1957). How to solve it.Princeton, New Jersey: Princeton University
Press. (pp. 5-23)
Ricks, Danielle Denise (2013). Lost in Translation: Algebraic Modeling in the
Middle School Classroom. Louisiana State University and Agricultural and
Mechanical College
Tambychik, Tarzimah, Meerah, Thamby Subahan Mohd and Aziz, Zahara
(2010). Mathematics Skills Difficulties: A Mixture of Intricacies
