Chapter 1Problem and Its BackgroundIntroductionMathematics is the science of numbers and their operations, interrelations, combinations, generalizations, and abstractions and of space configurations and their structure, measurement, transformations, and generalizations. According to researchers, based from their observations and opinions that they have gathered, mathematics is said to be the most difficult subject. But some researchers say that mathematics is just an ordinary subject, an easy subject. However, generally speaking, Mathematics is really a difficult subject especially when it talks about problem solving.Problem solving is a mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue. Problem solving in mathematics can be taught using different strategies depending on the concept involve as well as the type of pupils being taught. Teachers have been using puzzles, manipulative, games, intervention materials, skills, drills and practice on basic operations, word problems, etc. as their strategies in teaching problem solving in mathematics.In our country, mathematics education presents a lower performance on students. Perhaps, because it is a combination of analyzation, interpretation, and definitely, computation thats why many people hate math. It has been observed that students experience great difficulty understanding information presented in three-dimensional problem solving. Those with three-dimensional confusion, find it hard to see relationships between the individual component of a visual pattern, such as the letters of a word and the elements of a geometric form. Students find it hard to understand concepts. Others get confused when learning gets abstract or uses too many symbols. Other fails to use learning strategies, do not understand rules such as grammar or math, and have poor problem solving skills. These disorders are actually weaknesses in the minds highest abilities, which they is are called higher order thinking deficiencies. To prevent this, you must try your best to develop and improve your problem solving skills, imagination skills, and grammar in English.However, skills in solving problem are often a limiting factor on the pupils side. They may understand concept or think they understand it, but are inability to deal with the problem sometimes. This is greatly true in the field of mathematics. Statement of the ProblemThe researchers aim to know the proposed teaching strategies in teaching problem solving in Mathematics for San Vicente Elementary School (Main).Specifically, the researchers seek to answer the following questions:1) What are the different teaching strategies in teaching problem solving at San Vicente Elementary School?2) Are those proposed teaching strategies in solving worded problems for San Vicente Elementary School effective?3) Among those proposed teaching strategies used by the teachers in teaching worded problems in San Vicente Elementary School, what is the most effective? Least effective?Significance of the StudyThe products of the study have a great value in helping the teachers and pupils in teaching and solving a particular problem solving in mathematics. The result of the study will benefit the teacher and most especially, the students. They will be directed and provided with data by the result of this study.The teachers will be directed by the result of this study on the proposed teaching strategies in teaching problem solving in mathematics. The result of this study will show whether the proposed teaching strategies can be used as an effective teaching strategies on the different elementary schools here in Tarlac or not. The teachers will be provided with data on the use of these proposed teaching strategies in problem solving in mathematics that they can use in the teaching of mathematics. They will see that the proposed teaching strategies in problem solving in mathematics will improve the pupils performance in answering problem solving in mathematics. Moreover, this study will give them a guide in teaching difficult topic in mathematics specifically, problem solving.Pupils will benefit the most in this study because the outcome of this study would be better handled and new teaching can be more effective especially in teaching problem solving.

Scope and Delimitation of the StudyThis study focuses on the proposed teaching strategies in teaching problem solving in mathematics. It will be conducted to the all math teachers and pupils at San Vicente Elementary School (Main), S.Y 2013-2014. These teachers will be selected randomly for an interview and survey. These teachers will be asked and interviewed about the teaching strategies that they are using in teaching problem solving in their class. The researchers will be conducted a pre-test and a post-test for the 40 pupils that are randomly selected from grades 3-6 to see the effectiveness of the proposed teaching strategies in teaching problem solving.

Definition of termsMathematics is a science that deals with the study quantity, form, arrangement, and magnitude that includes quantitative operations and the solutions of the quantitative problems (Funk and Wogn,1997).Problem Solving is a mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue.Teaching Strategies is a plan or a program that extensively used to ensure that a certain message or lesson is passed from the teacher to the student.Word Problems (Mathematics) is often used to refer to any mathematical exercise where significant background is presented as text rather than in mathematical notation.Effectiveness is being or involving the immediate agent in producing an effect. Pretest is a test to evaluate the preparedness of students for further students.Posttest is a test given to students after completion of an instructional program or segment and often used in conjunction with a pretest to measure their achievement and the effectiveness of the program.

Chapter 2Review of Related Literature and Studies

Related StudiesForeign StudiesAccording to Lazatin (1991), learning mathematics should be made meaningful. The learners must be taught the mathematical skills, especially in solving a worded problem in mathematics, in an interesting and effective way. Motivational factors are very much needed for the learners to be focused in their interests. Real objects can be used to make the learning in mathematics more effective and interesting.Lazatins study really helps our study to be more believable and reliable. As what he had thought in his study, Real objects can be used to make the learning in mathematics more effective and interesting. Having real objects in solving a worded problem in mathematics, it will be easier and interesting to solve a particular problem solving in mathematics. However, having real objects is one of the most commonly used teaching strategy in solving worded problems in mathematics. In this study, it focuses on the teaching strategies used by the teachers to make the answering in problem solving in mathematics easier while in the study of Lazatin, it focuses on how the teachers make mathematics meaningful, enjoyable, and interesting.Yokomoto (2004) did a study entitled Problem Solving: An Assessment of Student Attitudes, Expectations, and Beliefs. This study described student attitudes, expectations, and beliefs about problem solving in engineering technology classroom as they relate to learning strategies for problem solving based examinations. The authors have developed an assessment instrument which asks students to respond to four kinds of items: (1) their expectations about the problem solving, (2) their strategies for preparing for exams, (3) their self-assessment of their problem solving skills, (4) their appreciation of mathematics, physics, algebra word problems, and puzzles. Student responses were analyzed statistically to determine if there were many significant relationships among the items. The sixteen-item inventory was administered to 60 electrical engineering technology juniors. The results of the study showed that positive attitude, expectations, preparations and appreciation of math problem solving have positive effects toward their understanding and performance.According to the study of Yokomoto, mathematics is not that so difficult subject. It depends on how the pupil managed his time in preparation for quizzes and exams in problem solving and on how the pupil appreciates what math problem solving really is. It will be easier to solve a math problem solving if you are prepared or have a review or practice in your house. Indeed, it is just a matter of thinking and believing yourself that mathematics is just an ordinary subject like the other subjects. Local StudiesSan Jose (1998) did a study entitled Effects of the Problem-Solving teaching Approach on Students Problem-Solving Approach on Students Problem-Solving Ability and the Attitude toward Mathematics. His study focuses on comparing the effects of two teaching approaches which are the problem-solving approach and the traditional approach, on students ability to solve problems and attitude towards mathematics and problem-solving. It is also looked into the strategies most commonly used by the students, the learning difficulties they met, and the common errors committed which were inferred from their solutions to the verbal problems. To compare the effects of the experimental variable, two groups were created.one experienced the traditional teaching strategies while the other received the problem-solving strategy. Through statistical analysis, results showed that the two groups were found initially comparable in terms of age, average, grades, initial knowledge on problem-solving, and attitude towards mathematics and problem-solving. The problem-solving ability of the group of students assigned to the experimental groups was significantly better. In terms of attitude however, no significant difference was found but the researcher recommended a longer time to experiment for a more valid and reliable conclusion. Furthermore, it was found that the positive attitude of the students in the experimental group towards the problem-solving strategy had significant correlation to their problem-solving ability.According to San Jose, positive attitude of the students has a significant connection to their ability in solving worded problems in mathematics. According to the researchers, making your pupils good and have a positive attitude is a kind of a teaching strategy in teaching mathematical problems and concepts. Not only that but also, you are also teaching and helping them to solve a real problem by this strategy. As what is always says in the movie of 3 idiots,All is Well! In this movie, it shows the positive attitudes of the engineering students despite of the failures that they are experiencing.Chapter 3Methodology and Sources of the DataThis chapter presents the research design, the subjects of the study, preparation of materials, and the instruments to gather data on the effectiveness of the proposed teaching strategies in teaching problem solving in mathematics.Research DesignThis is an experimental type of study which seeks to analyze the strategies in teaching problem solving in mathematics in San Vicente Elementary School on their mathematical subjects in terms of applying those teaching strategies in problem solving.Prior to the start of the study, the researchers will interview the teachers randomly. The purpose of this study is to determine the proposed teaching strategies in teaching problem solving in mathematics. The result of the given activities was compared to the answer of one teacher to another; to one student to another.Subject of the StudyThe subjects of the study consisted of forty (40) pupils and twenty (20) teachers (all mathematics teachers) of San Vicente Elementary School (Main). The subjects will be selected randomly. The researchers will use cluster

Preparation of the MaterialsIn preparation of the materials, the researchers considered for some teaching strategies related to this study from textbooks, manuals, newspapers, internet, etc. These gathered data will be collected and organized in order to be utilized as questionnaires.Research InstrumentsSurveySurvey is a process of collecting data for the analysis of some aspect of a group or area. The researchers will conduct a survey to the teachers and pupils of San Vicente Elementary School (Main). In the survey questionnaire, it includes the proposed teaching strategies in problem solving in Mathematics for San Vicente Elementary School (Main). With these, the researchers will acquire ideas based on the answers, opinions, and recommendations of the teachers and pupils.InterviewInterview is a formal consultation usually to evaluate qualifications. Researchers will also use the interview as their other instrument in gathering the data for their study. The researchers will conduct an interview at San Vicente Elementary School (Main) for the gathering of the data for this study. The researchers will be also using an audiotaped to interview the teachers and took approximately 30-40 minutes depending on the complexity of the teachers explanation of the teaching strategies used. Responses will be recorded and written on a clean sheet of bond paper.

Library Research: Library is a series of related books issued by a publisher. The researchers will also use the library for their based-study or references. The researchers will look some theses at Francisco Romulo library for their reference in related study and in knowing the teaching strategies in teaching problem solving used by the some teachers here in Tarlac. The researchers will be also using the periodicals in the Romulo library for their related literature.Statistical TreatmentTable 1Views of the Teachers towards the Effectiveness of the Proposed Teaching Strategies in Problem Solving in MathematicsN= 20Educational AttainmentViewsTotal

EffectiveNot Effective

Undergraduate Teachers628

Graduate Teachers10212

Total16420

Table 2OEO-E(O-E)2(O-E)2/E

66.4-0.40.160.025

109.60.40.160.017

21.60.40.160.1

22.4-0.40.160.067

=0.209

X2= (O-E)2/EX2= O.209Ho: The view of the teachers towards the effectiveness of the teaching strategies is independent on their highest educational attainment. Ha: The view of the teachers towards the effectiveness of the teaching strategies is dependent on their highest educational attainment.Degrees of freedom = ( c-1 ) ( r-1 ) ( 2-1 ) ( 2-1 ) = 1a=0.05CV= 3.841The critical value: ( Appendix A )X2 CV, reject HoX2 < CV, accept HoDecision: Since the computed X2 is less than the critical value 3.841, the null hypothesis is accepted. View on the effectiveness of the teaching strategies is independent from highest educational attainment. Table 3Scores of the Students in Pretest and PosttestStudentsPretestPosttest

12940

22938

32825

43142

51520

6911

71310

81725

9615

10410

112225

123532

131220

141318

1577

162120

172430

182533

193230

202936

213135

222424

232326

242019

251826

26711

271111

281215

292727

30913

31810

321010

331528

341719

351313

362029

372539

38610

391717

402322

Table 4Scores of the Students in Pretest and PosttestN= 40StudentsPretestPosttestDD2

12940-11121

22938-981

3282539

43142-11121

51520-525

6911-24

7131039

81725-864

9615-981

10410-636

112225-39

12353239

131220-864

141318-525

157700

16212011

172430-636

182533-864

19323024

202936-749

213135-416

22242400

232326-39

24201911

251826-864

26711-416

27111100

281215-39

29272700

30913-416

31810-24

32101000

331528-13169

341719-24

35131300

362029-981

372539-14196

38610-416

39171700

40232211

D= -157D2= 1414

D=157/40= 3.925

The negative sign in the D column shows that the difference is in favour of the posttest. It means posttest results are higher. Treat the D as an absolute value;Compute the Standard Deviation of the Difference.S= d2= D2-(D2)2/Nd2= 1414-(157)2/40d2= 1414-616.225d2= 797.775S= S= 4.47Find the standard error of the mean difference.SD= S/SD= 4.47/ SD= 4.47/SD= 0.72Compute the t-ratiot= D/SDt= 3.925/0.72t= 5.45DF= N-1=40-1=39

Test the significance of t:Ho: Theres no significant change in the pretest and posttest of the students.Ha: Theres a significant change in the pretest and posttest of the students. a= 0.05; df= (N-1)= 6Critical Value: (Use Appendix A)T CV, reject Ho;T< CV, accept Ho.Decision: Since the computed t, 5.45 is greater than the critical value, the null hypothesis is rejected.