INSTABRIGHT e-GAZETTE · INSTABRIGHT e-GAZETTE ISSN: 2704-3010 Volume I, Issue III February 2020 Available online at * * Editorial Team

INSTABRIGHT e-GAZETTE

ISSN: 2704-3010 Volume I, Issue III February 2020 Available online atwww.instabrightgazette.strikingly.com *********************************************************************************************************

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Editor-in-Chief: Alvin B. Punongbayan Associate Editor: Camille P. Alicaway Managing Editor: Katherine Joy P. Alicaway Web Editor: Nikko C. Panotes

Manuscript Editors / Reviewers: Chin Wen Cong, Andro M. Bautista, Pinky Jane A. Perez, Mary Jane B. Custodio, Christopher DC. Francisco

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Juanians Mathematics Power-Up: Overcoming Challenges in Solving Word Problems Involving Multiplication Process

CAROLYN BARET DELOS REYES, MA.Ed. TEACHER III

SAN JUAN ELEMENTARY SCHOOL STO.TOMAS SOUTH

DIVISION OF BATANGAS 09094761849

[email protected]

I. Context and Rationale

According to the article of Times of India (2015) defined Mathematics is a

methodical application of matter. It is so said because the subject makes a man

methodical or systematic. Mathematics makes our life orderly and prevents chaos.

Certain qualities that are nurtured by mathematics are power of reasoning, creativity,

abstract or spatial thinking, critical thinking, problem-solving ability and even effective

communication skills

In addition Kitchen(2016) ,stated that the real purpose of mathematics to the

students is to see that mathematics can help them better understand and describe the

world around them. There is real-life application of almost every form of mathematics.

As an educator , must implore to show your students the true purpose of math.

Help them see that math is here to help them better understand and explain the world

around them. Use real-life math lessons like mine and others out there to help them

see this. Your students will be better for it, and you might just enjoy teaching even

more than you normally do. ( Kitchen ,2016)

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As implying that mathematics subject is very important subject that requires a

deep understanding by the learners. Students must open their mind and invaded to

their lives the real purpose of knowing mathematics can create a big changes in

their daily lives activities.

Pupils learn to develop critical thinking, deep reasoning for certain problem

that requires a correct solution. Likewise, solving word problem is major topic in

mathematics grade 4 that imposed in the K-12 curriculum.

Analyzing the word problem can boast the mind of the young students to

develop comprehension and finding the correct answer in a certain problem. Learners

must evaluate the problem so that they can used the correct operation.

Word problem in mathematics is a common topic that usually learners find

hard to understand and closed their mind to solve it. For them solving problem is

a big hindrance and bring a burden to their studies.

What is word problem? Wikipedia stated that in science education, a word

problem is a mathematical exercise where significant background information on the

problem is presented as text rather than in mathematical notation. As word problems

often involve a narrative of some sort, they are occasionally also referred to as story

problems and may vary in the amount of language used.

Furthermore, there are good benefits in understanding and knowing problem

solving. Ayaz(2015) mentioned that problem solving is about solving problems. The

whole aim of education is to equip children to solve problems, but not only in math.


https://en.wikipedia.org/wiki/Science_education

https://en.wikipedia.org/wiki/Mathematical_exercise

https://en.wikipedia.org/wiki/Mathematical_notation

https://en.wikipedia.org/wiki/Narrative



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The ultimate goal of any problem-solving program is to improve students' performance

at solving problems correctly.

The researchers are very fascinated to truly comprehend the factors that

initiates the hindrances and overcoming the challenges encountered by the

grade4 pupils at San Juan Elementary School in solving word problem involving

multiplication process. Understanding and identifying the learning problems

by the students in solving word problem can a big help for them to create a certain

approaches, techniques wherein teachers can plan the correct learning materials that

will suited to the type of learning capabilities of the learners.

Also, this study aims to determine the action research writing to articulate

plans, projects, and programs, varieties of teaching methodologies that will create a

simple way on how the learners will appreciate the beauty of knowing and deep

understanding of problem solving that involves multiplication process and how they

will it apply to their lives.

Furthermore, it aims to develop confidence and boast their knowledge in

multiplying numbers Once they are singled out, understood, and analyzed, these

issues may be addressed with specific actions and measures. This will eventually

result in the better performance of the students, teachers, and the school in general.

As mentioned by Jackson( 2014), Mathematics is an important part of

everyday life and is one of the primary focuses in education. Ayaz (2015) Problem

Solving also contributes to mathematics itself. It is part of one whole area of the subject




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that has largely passed unnoticed in schools around the world. Mathematics consists

of skills and processes.

On the other hand Ayaz(2015) stated also that Problem Solving is worth

pointing out that we find it useful to distinguish between the three words "method",

"answer" and "solution". By "method" we mean the means used to get an answer. This

will generally involve one or more problem solving strategies. On the other hand, we

use "answer" to mean a number, quantity or some other entity that the problem is

asking for. Finally, a "solution" is the whole process of solving a problem, including the

method of obtaining an answer and the answer itself. We must distinguish every detail

in problem solving. “method + answer = solution”.

According to ASQ Quality Press, (2003),define the act of defining a problem;

determining the cause of the problem; identifying, prioritizing and selecting alternatives

for a solution; and implementing a solution. There are there are four basic steps in

problem solving ; first Define the problem, second Generate alternative solutions,

third Evaluate and select an alternative and the fourth step is Implement and

follow up on the solution.

Meanwhile in the K12 book in Mathematics 4 , the following are the steps

understand( read and understand the problem), plan( determine the operation to

be used ),solve ( solve using the operation) and last check and look back ( see

if your answer makes sense and state the complete answer).




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II. Innovation, Intervention, Strategy

The scope of this research is to find the answer in order to overcome the Learning

Problems Encountered and Experienced by Batang Juanians in solving word problem

involving multiplication process at San Juan Elementary School . A development of research

compendium containing questionnaire form(interview), survey form ( Check list) research

flyers and research presentation. Also this study is focused only on the programs , activities

, intervention for the to the learners of Grade 4 pupils who experienced difficulty in solving

word problem involving multiplication process at San Juan Elementary School.

III. Action Research Questions

The researchers aim in overcoming the Challenges of grade four pupils in Solving Word

Problem Involving Multiplication Process at San Juan Elementary School

Specifically, the researchers would like to answer the following research questions

1. What are the learners’ perception about solving word problem involving multiplication

process ?

2. What patterns may be deduced from the themes on Overcoming the Challenges

by Batang Juanians in solving word problem involving multiplication process at

San Juan Elementary School?

3. What are the participants perceived about the learning problems that they

encountered and experiences on solving word problem involving multiplication ?

4. What are the suggested plan to overcome the challenges by Batang Juanians in

solving word problem involving multiplication process at San Juan Elementary

School?




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IV. Action Research Methods

This is a descriptive qualitative research which aim is to overcome the

challenges by Batang Juanians in solving word problem involving multiplication

process at San Juan Elementary School.

a. Participants and/or other sources of data

The respondents of the study are the learners from San Juan

Elementary School. The respondents of the study were composed of ten

(10) pupils from grade 4 level from San Juan Elementary Schools in

Sto.Tomas, Batangas from the school year 2018-2019. The researcher used

qualitative research.

b. Data Gathering Methods

The researchers used data gathering procedures namely, interview

method and discussion method . Also, the following data gathering tools

namely; questionnaire, discussion and retrospective interview guide were used

to attain the objectives of this study.

The researcher used the following research instrument asks questions

; makes observations, notices things that fuel more questions records its

observations, records the answers to its questions, notices its own reactions to

observations . For the data collection, the researcher used reflective journals

for the respondents and data collection through students ‘ output or work. In

terms of data analysis used in depth analysis called taxonomic analysis. It

means the categories is broken down into more specific categories or

components until each domain describes the aspect of the culture of interest.




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Then coding of the data was used also in presenting the data or output. After

the coding of the ideas presented by the respondents, the researcher used

transcript to represent the data clearly.

An interview questionnaire was prepared, validated, and interpreted

for the action research, writing determining the extent the research title,

formulating the research problem, drafting the review of related literature and

studies, determining the research design and methodology, preparing research

tools, conducting data gathering procedure, presenting and interpreting results,

drawing conclusions, writing the recommendation and preparing the research

output as well as identifying the common research topics .

V. Discussion, Results and Recommendations

This part of the study presents the responses to the research objectives heaved

in the research.

Table 1:

THE LEARNERS’ PERCEPTION ABOUT SOLVING WORD PROBLEM INVOLVING MULTIPLICATION PROCESS

Code : Learner Experienced

Math Problem- ( LEMP)

Responses

LEMP 1: “Kase po ang problem solving ito ay mahirap ,lalo na ang multiplication pag ginamit. Nalilito din po ako at mahirap ipaliwanag sa ibang kaklase .”

LEMP 2: “ Dahil Ang Problem-Solving Ay Bahagi Ng Lesson Sa Mathematics, Minsan Gagamitan Ng Pag Mumultiply Para Makuha Ang Sagot Sa Problem Solving’.

LEMP 3: “ Dapat po ang problem solving ay matiyagang hinahanap po ang sagot ,pwede po gamitin ang pag add,pag minus, pag subtract or pag mumultiply po”




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LEMP 4: “ Nakakalito at mahirap po ang problem solving, dapat alam po ung step by step na process na pagsosolve po para makuha tamang sagot po”.

LEMP 5: “ ah,,ang problem solving po ay tinuro po ni Mam Carol,,tsaka po may roon po kaming sinusunod na steps po tulad ng what is asked, what are the given facts, what is the operation to be used, what is the number sentence , what is the final solution?”

LEMP 6: Naku ,mam ang problemsolving po ang pinakamahirap na lesson po kasi dapat maaalam po kaming mag multiply po,kaso po hindi ko po sa ulo ang multiplication table po”

LEMP 7: “Nahihirapan po kaming intindihin ang problem solving, English po kasi.”Kapag po tinagalog ni Ma’am Karol saka po naming nalalaman ang problem.”

LEMP 8: Minsan po malalalim ang English,kaya po mahirap kapag problem solving.”

LEMP 9: Ilang beses kop o binabasa ang problem solving, tapos kapag di ko po ma gets , minsan nag tatanong po ako sa classmates ko po or pina pa check ko po ke mam kung tama ang gawa ko.

LEMP 10: Dapat po memorize kung paano mag multiply , alam pop ag add, pag munis,pagdidivide po para tama ang sagot sa problem solving po.”Hindi din nag papaturo sa kanilang bahay.

Based on the table 1, it shows that pupils from grade four level has different

perceptions about the things that they encountered in analyzing word problem

especially in the process of multiplication. Majority of their perceptions about

solving word problem is that, most of them did not memorize the multiplication

table, they think that multiplying numbers are very difficult and they got confused

to solve it, they find hard to understand the problem because of poor

comprehension in analyzing and the terminologies used .




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Table 2.

PATTERNS FROM THE THEMES ON OVERCOMING THE CHALLENGES BY BATANG JUANIANS IN SOLVING WORD PROBLEM INVOLVING

MULTIPLICATION PROCESS AT SAN JUAN ELEMENTARY SCHOOL

Prior Knowledge Experiences Results

VI.

VII. VIII. IX. X.

XI.

Based on the interviews , in-depth analysis on the data gathered the

following are the patterns that derived from the findings; in terms of prior

knowledge , analyzing word problem is essential to the learning of the pupils.

According to the study of Mohammad Seifi ( 2012) , as stated by Cummins,( 1991)

he mentioned that an important component of mathematics training is solving word

problem. Real word problems that require mathematics for solution typically do

not come to use equations ready to be solved but rather as word or pictorial

representations that must be interpreted symbolically ,manipulated and solved. In

addition ; Verschafel et al. (2000) defined word problems as verbal descriptions of

problem situation wherein one or more question are raised, the answer to which can

be obtained by the application of mathematical operations to numerical data available

in problem statement.

In terms of experiences, the two indicators are teacher’s observations

and pupil’s perceptions based on their struggles encountered . Grade Four pupils

have a previous awareness in analyzing word problem however they experience

Analyzing Word

Problem

Teacher’s Observations

Pupil’s Perceptions Based on their struggles

encountered

& Execution

Teacher’s Interventions

Action Plan

Strategies




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problems in understanding the problem. They struggle in knowing the problem on

what process be needed so that they will come up with the correct answer. For

them , they felt distracted in understanding the text presented by their teacher.

Grade four pupils find crucial in memorizing the multiplication table , they did not

listen carefully to their teacher, they are not interested to find the correct steps

and process in analyzing the problem.

Lastly for the results or outcome are the following; Teacher’s

Interventions, Work Plan ,Strategies . According to Teresa Oettinger Montani(2014)

stated different Strategies and Interventions to Support Students with Mathematics

Disabilities like RIDE (Mercer, Mercer, & Pullen, 2011) is a strategy used to assist

students with solving word problems. Students who experience difficulty with abstract

reasoning, attention, memory, and/or visual spatial skills may benefit from the strategy.

Ensure that steps are taught through demonstration and plenty of opportunities for

practice are provided before asking students to independently use the strategy.

Visually display the strategy on a chart or class website as a reminder. Like RIDE,

FAST DRAW(Mercer & Miller, 1992) is another strategy used to solve word problems.

Teach each step in the sequence allowing sufficient time for guided practice prior to

asking students to independently implement the strategy. Create a visual display and

post in the classroom or student notebooks to assist students. Also, TINS Strategy

(Owen, 2003) The TINS strategy allows students to use different steps to analyze and

solve word problems.

In addition to the teaching strategies Math seeds suggested the seven

Effective Strategies for Teaching Elementary Math ; make it hands on, use visual




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and images, find opportunities to differentiated learning ,ask students to explain their

ideas , incorporate storytelling to make connections to the real world scenarios ,

show and tell new concepts , let your students regularly know how they’re doing .

Finally , the action or work plan design by the teacher to meet the

target goals of the pupils on how they will overcome and surpass their learning

problems they encountered in solving word problem.

Table 3.

LEARNERS’ PERCEPTIONS ABOUT OVERCOMING CHALLENGES ON SOLVING WORD PROBLEM INVOLVING MULTIPLICATION

Code : Learner Experienced

Math Problem- ( LEMP)

Responses

LEMP 1: “Kase po ang multiplication ang pinaka nakkalimutan ng mga kaklase ko at ako rin po. Mahirap din po itong saoluhin at nalilito po ako.”

LEMP 2: Hindi po nakikinig sa tinuturo ng guro at hindi sila nag papaturo sa kanilang mga magulang at hindi sila marunong mag solve at mag multiplication table. Sapagkat sila po sa bahay nila ay laru ng laro .”

LEMP 3: “Lagi-lagi pong mag solve para po lahat ng sasagutan aymaging maayos para hindi po nila basatahin ang pag sosolve .”

LEMP 4: Ang na oobserbahan kop o ang kanilang pag aaral ng multiplication table at pagsasaulo. Hindi nila binubuklat ang kanilang aklat o notebook sa math .”

LEMP 5: “Dahil kase hindi sila nakikinig sa kanilang teacher kapag nag tuturo ang leader o kakalse nila, dahil nag lalaro sila ng habulan o sekyo.”

LEMP 6: Kasi po hindi sila nag aaral ng math at kung ano-anong mga inaaral nila at dapat nakikinig na mabuti para hindi sila nahihirapan sa pag solve sa math”.

LEMP 7: “Hindi sila maalam mag multiply at kapag ako po ay tapos na tinuturuan kop o ung katabi ko kung ano ang gagawin’.




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LEMP 8: Kapag di ko maintidihan ung problem,nang gagaya ako ng sagot sa katabi ko.”

LEMP 9: Ang mga kaklase ko po ay malikot, kaya po hindi nila masagutan at hindi iniintindi ng maayos “.

LEMP 10: Mahirap po ang multiplication at pag tatimes sa problem. Minsan kinakabahan po ako sap ag mumultiply.Saka ung iba lagging absent ng absent kaya naiiwan sa lesson.

Based on the perceptions by the grade four pupils, learning problems that

they encountered and experiences on solving word problem involving multiplication

are the following; lack of comprehension – understanding the process and steps to

do, lack of strategy and approach on how they will solve the problem , failure to

assess the problem because of low performance of the pupils in terms of

comprehensions, inability to use the right mathematical process, difficulties to

memorize the multiplication table, lack of interest about the lesson and did not

listen while their teacher is explaining the topic, and some of the pupils are

focused on playing instead of listening and understanding the problem.

According to Siniguian (2018) Mathematics develops the mind to think

critically and analytically . 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 induced the curiosity

and challenged the ingenuity of individuals . ( Saniguian,2018)




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Table 4

LEARNER PERCEPTIONS ABOUT THE SUGGESTED PLAN TO OVERCOME THE CHALLENGES BY BATANG JUANIANS IN SOLVING WORD PROBLEM

INVOLVING MULTIPLICATION PROCESS AT SAN JUAN ELEMENTARY SCHOOL

Code : Learner Experienced Math Problem- ( LEMP)

Responses

LEMP 1: “Makikinig mabuti kapag nag tuturo ang guro . Saka gagawa ng assignment pag uwi at mag papaturo .”

LEMP 2: “Mag –aaral na mabuti lalo na sa pag mememorize ng multiplication table.Basahin ang reviewer sa bahay kapag walang ginagawa sa bahay.”

LEMP 3: “Siguro mas maging malakas ang loob natin at tayo ay makinig sa sasabihin ng guro at wag tayong makipag daldalan sa katabi at susunod sa sasabihin ng guro .”

LEMP 4: “Makinig sa magulang na nagtuturo ng math sa bahay kase homework naming ito sa school kaya lagging making sa guro para matuto kesa mag ingay .”

LEMP 5: “Pwede pong gawin ng guro ay mag halimbawa kung pano po isosolve ang given problem. Tapos kapag may multiplication pwedeng mag bilang sa notebook.”

LEMP 6: “Magtiyang mabuti para malampasan ang hirap sa pag sosolve ,para makuha natin ung tamang sagot sa math.Saka laging magsanay sa pag sagot ng multiplication kapag may problem na dapat sagutan.”

LEMP 7: “Makinig po at huwag mag –iingay pag may klase kase po hindi makapag concentrate ang iba sap ag sasagot ng problem. “

LEMP 8: “Tutukan po naming ang aming mga kaklase at ako po , para malampasan ang hirap ng problem solving at lagi kopong pag –aaralan para makasagot po ako .”

LEMP 9: Makinig sa teacher dahil sila ang nakakaalam kung paano mag solve ng math ,lalo kapag may multiplication.”

LEMP 10: Laging mag practice , huwag ispin na mag lalaro agad. .Tutukan at mastuturuan at mas rereviehin ang mga maling sagot sa problem solving at ipapatutor sa guro o sa iba upang maging pamilyar pa.”




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According to the study of Hadi ( 2018) , as mentioned by Sumarmo ( 2005)

says that problem solving has two meanings : (1) problem solving is seen as a

learning approach used in reinvention of materials understanding, concepts ,

mathematical principles and problem solving . Learning begins by presenting a

contextual problem then through student induction to discover the mathematical

concepts; and ( 2) problem solving is seen as a hard skills that has indicators ,

including ; identifying the adequacy of data in solving a problem , creating

mathematical models and solving them , selecting and implementing strategies in

solving mathematical problems , and explaining or interpreting the results of

solutions problem and re-examine the answers obtained.

In solving the problem of one’s willingness to engage in a problem is

needed in achieving the goal . Person can develop himself into a constructive

and reflective person in the face of problem Hadi ( 2018). Grade Four pupils

mentioned of their ideas on how they can overcome the learning problems they

encountered in solving word problem involving multiplication ; have patient in

memorizing the multiplication , have courage and have confidence to solve the

word problem, listen attentively while the teacher is explaining the lesson , be

active and participative during the discussion , ask a question to your teacher if

they got confused , consult a help to others in solving problem, and develop

critical thinking.




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Recommendations

The researcher derived the following recommendations:

1. Create a module /workbook for the grade 4 involving multiplication

2. Teacher’s Observations on the needs of the pupils.

3. Make an action/work plan that can enhance the abilities of the pupils to overcome

their fear in solving word problem.

4. Identify the multiple intelligences of the pupils that will assess their strength and

weakness

5. Different Strategies and Interventions in teaching Mathematics

6. Involvement of parents about the assessment to the pupils

7. Monitoring about the academic performances of the pupils and reporting to the

parents and make an agreement for the teachers, parents and pupils.




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VI. Action Plan

Research Output/ Innovation

Scheme of Dissemination

Resources Needed

Time Frame

pilot-test

and modification of the research compendium.,

the programs and plans

modules for the students Involving Multiplication and problem solving

Using the interview guide questions

Interview form

reflective journals

students ‘ output or work

narrative analysis

coding

transcripts

Selected Pupils from grade 4 level at san Juan Elementary Schools

Learners from grade 4 level

Teachers from San Juan Elementary School

Programs / Activities/ Intervention for the grade 4 pupils in solving word problem involving multiplication process

May 2018-November

2018




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Action Plan / Work Plan

OBJECTIVES STRATEGIES/ACTIVITIES

MEANS OF VERIFICATION

TIME FRAME

PERSONS INVOLVED

PERFORMANCE MEASURES AND EXPECTED OUTPUTS

This project aims to produce pupils who are good in Mathematics

Project GIM- GIM stands for Good in Mathematics. In this project pupils are expected to have the mastery of the multiplication table and also the different Mathematical Skills

Reciting the Multiplication table Peer Teaching Conducting School Level Contest

June2018-March 2019

Teachers, Grade 4

Pupils will have mastered the Multiplication table pupils will be good in Mathematics, thus, they Have the confidence in solving math problem

To be familiarize and to master in 4 Fundamental Operations ADDITION SUBTRACTION MULTIPLICATION DIVISION

Project 4F’s and Project ALL NUMERATES

Monitoring and Implementation of the Project Worksheets Math Book Online Activity through Game Based

June2018-March 2019

Teachers, Grade 4

Can solve the problem using the 4 fundamental operations Assessment and Evaluation

To minimize the learning difficulties of Pupils

Project OLD- Overcoming Learning Difficulties in Math especially in solving math problem

Cooperative Learning Monitoring and Implementation of the Project Worksheets Math Book Online Activity

June2018-March 2019

Teachers, Grade 4

Develop understanding in analyzing the problem Assessment and Evaluation




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through Game Based

To minimize difficulties in Problem Solving

Project APAW- APAW stands for A Problem A Week

Cooperative Learning Monitoring and Implementation of the Project Worksheets Math Book Online Activity through Game Based Posting of One Problem a week on the board Integration to other subjects

June2018-March 2019

Teachers, Grade 4

Develop understanding in analyzing the problem Assessment and Evaluation




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VII. References

1. Mercer, C. D., Mercer, A. R., & Pullen, P. C. (2011). Teaching students with learning

problems (8th ed.). Upper Saddle River, NJ: Pearson Education.

2. Mercer, C. D., & Miller, S. P. (1992). Multiplication facts 0 to 81. Lawrence, KS: Edge

Enterprises.

3. Owen, M. J. (2003). It’s elementary! 275 math word problems book 3. Toronto,

Canada: Educator Publishing Service.

4. Verschaffel, L. , Greer, B. and De Corte, E. (2000). Making sense of word problems,

Lisse, The Netherlands, Swets & Zeithinger.

5. Mohammad Seifi(2012),et,al Recognition of Students’ Difficulties in Solving

Mathematical Word Problems from the Viewpoint of Teachers. Available

6. Siniguian, Marlon T. (2018) TMA 1Students Difficulty in Solving Mathematical Problems

7. Hadi, Samsul, et.al ( 2018 ) Students' Difficulties In Solving Mathematical Problems,

International Journal of Education Science and Research , Vol.8 ,2018 ,55-64

8. Sumarmo, U. (2005). Pembelajaran Matematika untuk Mendukung Pelaksanaan Kurikulum Tahun

2002 Sekolah Menengah. Makalah pada Seminar Pendidikan Matematika di FMIPA

Universitas Negeri Gorontalo

9. Matt Kitchen(2016) Show Students the Real Purpose of Math

10. https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-

School/Blog/Show-Students-the-Real-Purpose-of-Math/

11. The Executive Guide to Improvement and Change, ASQ Quality Press, 2003, pages

17-19.

12. http://asq.org/learn-about-quality/problem-solving/overview/overview.html

13. https://en.wikipedia.org/wiki/Word_problem_(mathematics_education)

14. https://timesofindia.indiatimes.com/city/guwahati/The-importance-of-maths-in-

everyday-life/articleshow/48323205.cms

15. https://mathseeds.com/articles/2018/02/01/teaching-elementary-math/

16. https://www.academia.edu/36503941/STUDENTS_DIFFICULTIES_IN_SOLVING_M

ATHEMATICAL_PROBLEMS


https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Show-Students-the-Real-Purpose-of-Math/

https://www.nctm.org/Publications/Mathematics-Teaching-in-Middle-School/Blog/Show-Students-the-Real-Purpose-of-Math/

http://asq.org/quality-press/display-item/index.html?item=E1179

http://asq.org/learn-about-quality/problem-solving/overview/overview.html

https://en.wikipedia.org/wiki/Word_problem_(mathematics_education)

https://timesofindia.indiatimes.com/city/guwahati/The-importance-of-maths-in-everyday-life/articleshow/48323205.cms

https://timesofindia.indiatimes.com/city/guwahati/The-importance-of-maths-in-everyday-life/articleshow/48323205.cms

https://mathseeds.com/articles/2018/02/01/teaching-elementary-math/

https://www.academia.edu/36503941/STUDENTS_DIFFICULTIES_IN_SOLVING_MATHEMATICAL_PROBLEMS

https://www.academia.edu/36503941/STUDENTS_DIFFICULTIES_IN_SOLVING_MATHEMATICAL_PROBLEMS

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INSTABRIGHT e-GAZETTE · INSTABRIGHT e-GAZETTE ISSN: 2704-3010 Volume I, Issue III February 2020 Available online at ***** ***** Editorial Team

INSTABRIGHT e-GAZETTE · INSTABRIGHT e-GAZETTE ISSN: 2704-3010 Volume I, Issue III February 2020 Available online at * * Editorial Team