Students' Difficulties in Translating Worded Problems into Mathematical Symbols

Abstract

INTRODUCTION

Problem-solving has been and will be a necessary skill not only in Mathematics but in everyday living. Part and parcel of problem-solving are to translate word problems into a mathematical equation. However, students, especially in grade school, have difficulties in analyzing and interpreting word problems. Students most especially in grade school can easily perform an indicated operation but when this is given in verbal forms, students need to first identify what operation is involved by translating this into a mathematical sentence before actually performing the operation and arriving at the correct answer. In this study, I sought to identify the difficulties encountered by students in translating worded problems into mathematical equations. The study examined the students' difficulties and level of performance in translating worded problems into mathematical symbols.

METHODS

The study made use of both quantitative and qualitative methods. Thirty Grade five students were chosen as respondents. The data of the study was obtained through a researcher-made test. The test consisted of twenty (20) items involving four fundamental operations in which every operation consisted of five (5) items. A table of the 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 the test measured the performance level of Grade 5 students in translating worded problems into mathematical symbols.

RESULTS

Results in the analysis revealed that students have difficulties in translating worded problems into mathematical symbols and these can be classified into 6 categories. These were as follows: 1.) misinterpretation of the problem, 2.) lack of comprehension of the problem posed, 3.) incorrect use of operation, 4.) carelessness, 5.) interchanging values and 6.) unfamiliar words.

DISCUSSIONS

The findings showed that the students' ability in solving worded problems depends on how they translate phrases into mathematical symbols. The results demonstrate the need for students to hurdle the challenges in going from one step to another although the steps may not necessarily have to be taken in a sequential manner. Some of the processes in solving word problems involving 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 a mathematical sentence.