Differentiated Instruction in Analyzing Word Problem its Impact to Grade Three Students of Maria Paz Elementary School

Abstract

INTRODUCTION

In problem-solving, mathematical reasoning, justifying ideas, making sense of a complex situation and independently learning new ideas. Students must be provided with opportunities to solve complex problems, formulate and test mathematical ideas and draw conclusions. Students must be able to read, write and discuss mathematics, use demonstration, drawings, and real word objects and participate in formal mathematical and logical arguments. (Battista,2000)

METHODS

The researcher used the descriptive survey method to describe the situation, as it exists in its particular time and situation. It was useful because the researcher made objective descriptions of data were collected. My first procedure is to take a problem-solving test to all grade three students. I also conduct interviews with parents and guardians, and observations and questionnaires. I used different tools in analyzing word problems like cooperative learning, question and answer and inductive method. This tool aims to increase the ability to analyze different word problems and to have strong partnerships with stakeholders. These are evolved strategies and procedures for helping the small group solve their own problems at the same time learn their democratic principles from their day to day interaction. This is done every day in mathematics and also lunch break.

RESULTS

Using differentiated instruction in analyzing word problems, was able to uplift the aspect of the teaching and learning process of analyzing word problems in the research setting. The indicator of the improvement was the teaching and learning process was a great response in differentiated instruction. Before implementing the action, there were 7 students analyze the word problem, after conducting the action the cooperative learning and other methods, it was increased to 15 students

DISCUSSIONS

The cooperative learning and other methods like question and answer and the inductive method were put into action to upgrade the problem-solving comprehension of grade three students. Since it gives a good result, we will continue to communicate and ask help to stakeholders to continue the program.