Problem-Solving Skills in Grade VI Mathematics: Basis for Training Design

Abstract

INTRODUCTION

The ultimate goal of this study was to propose a training design to improve the problem-solving skills in Mathematics of the Grade VI Pupils. Based on the findings, a training design has been proposed to improve the problem-solving skills of the pupils in the Division of City Schools, Iriga City.

METHODS

The descriptive-inferential-correlational type of research was employed. Two Hundred seventy-four grade six pupils of the selected schools in Iriga City took the researcher-made test and all the 39 teachers teaching Mathematics in grade VI accomplished the research-made rating scale which was validated by sets of jurors.

RESULTS

The performance of the pupils in the different skills, in problem-solving, were sequenced as follows: determining what is asked; identifying what is given; determining the operations to be used, transforming the word problem into a number sentence; identifying the hidden question, and using the determined operation. The strategies that were frequently used by the teachers in teaching problem-solving skills in all districts were "Question-Answer Response, Practical Work Approach, Direct Instruction, Integrative Technique, Investigative, Discovery Approach, Cooperative Learning, Game and contest, and Translation Technique while Use of Informative Communication Technology was seldom used.The main problem encountered by the teachers in developing problem-solving skills was the lack of mastery of four fundamental operations, While, in teacher factor too much paperwork to be accomplished. The proposed training design should be about the problem-solving skills in Mathematics which will cater to Grade VI Mathematics Teachers to enlighten their knowledge and to improve the academic performance of the pupils in the Division.

DISCUSSIONS

The pupils should be exposed to word problems as early as their younger years starting from nursery to primary grade. Word problems ranging from simple to the most complex in a hierarchical fashion so that problem-solving in intermediate and the succeeding year levels will not be new and strange to them. Mastery of the basic facts in the four fundamental operations. Short cuts operation in problem-solving skills should also be closely considered. Differentiated exercises should be given to the pupils to develop and master the different skills in problem - solving. The strengths and weaknesses of the pupils in problem-solving skills in Mathematics should be determined for better improvement.