Difficulties Encountered in Solving Word Problem in Mathematics among Grade I Pupils in Solo Elementary School

Abstract

INTRODUCTION

One of the interesting concerns about learning Mathematics is the fact that it develops the mind to solve problems that need higher order thinking skills. These problems and puzzles created curiosity and challenged the ingenuity of individuals. The forgoing gave interest to the researcher to conduct the present study due to the difficulties of the pupils in solving word-problem.

METHODS

A descriptive method was used to determine the difficulties encountered by grade 1 pupils in solving word-problem. For this study, the researchers used 35 pupils as respondents, 16 of whom are male and 19 are female to represents the sampled population. The questionnaire was used as the major data gathering instrument. The data gathered were tabulated and organized for analysis and interpretation.

RESULTS

The researcher found out that though most of the time, the approach towards word problem is not that positive, pupils still understand the concept of word problems and the negative view about it can still be turned into a positive approach. To sum it up, more often than not, pupils taking Mathematics subject just want direct solving and computation. They simply don't like analysis and only want convenience.

DISCUSSIONS

The results revealed that the causes of pupils' difficulties were text difficulties, unfamiliar contexts in problems and using inappropriate strategies. Aside from paper and pencil, the use of real objects to teach math problems is needed. Giving different assignments to different pupils based on their level of ability and providing step-by-step instructions can maximize success. The researchers concluded that the more the word problem is being perceived as a problem related to another subject, because of the word mixture, work and distance the more the pupils find them difficult than those word problems perceived as directly related to math