Difficulties Encountered By Grade Iii Pupils in Translating Word Problems Into Symbols

Abstract

INTRODUCTION

For many students, one of the hardest parts of Mathematics "word problems". The difficulty in the translation between English (for example) and Mathematics and vice versa. Because Mathematics is such dense language, every symbol matter; most pupils are not accustomed to reading that carefully. Problem-solving has been and will be a necessary skill not only in Mathematics but also in everyday living. Part of problem-solving is to translate word problems into mathematical sentences. However, pupils, especially in grade school, have difficulties in analyzing and interpreting word problems. They can easily perform an indicated operation but when this is given in verbal forms, pupils 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.

METHODS

The study used descriptive quantitative research that aims to identify the difficulties encountered by the respondents in translating the word problems into symbols. A researcher made test was administered in the study to determine the difficulties of the pupils in translating mathematical problems into symbols. The test consisted of twenty items involving addition and subtraction. The test was during the Math class. They were given an allotted time in solving within 50 minutes.

RESULTS

Based on the study, it was concluded that the pupil's ability in solving problems depends on how they translate phrases into mathematical symbols. There common problems encountered by pupils are a misinterpretation of the problem, lack of comprehension of the problem, incorrect use of operation, carelessness, interchanging values and unfamiliar words. Among the difficulties, lack of comprehension is the major reason why pupils have struggle in translating word problems into symbols.

DISCUSSIONS

Problem-solving is a difficult task as it involves a lot of steps. Pupils have to hurdle challenges in going from one step to another although the steps may necessarily have to be taken in a sequential manner. Some of the processes in solving word problems involving reading comprehension and how pupils make a plan. This is where the study focused on because it includes the ability of the pupils to translating worded problems into mathematical sentences. For further study, the researcher recommends studying the difficulties encountered by pupils in performing necessary operations in problem-solving.