Date of Award

2024

Degree Type

Dissertation

Degree Name

Master of Education (MEd)

First Advisor

Dr Munira Amirali

Department

Institute for Educational Development, Karachi

Abstract

Word problems constitute an essential part of mathematics and a fundamental component of the Mathematical curriculum, bridging mathematical concepts and real-world applications. They are an integral part of the curriculum in Pakistan and elsewhere globally. However, students frequently face considerable language difficulties when attempting to solve these word problems at all educational levels globally. Compounding this challenge, teachers often rely on conventional methods of solving problems on the board for students to copy, resulting in students quickly forgetting the solutions. Consequently, they struggle to attempt similar questions independently during exams. 
This study explored how to help grade V students solve mathematical word problems. Qualitative action research implementing the constructive paradigm supports this dissertation's findings. Research participants include students of grade V and a mathematics teacher from a private school in Gilgit Baltistan, Pakistan. They were selected purposefully from a class of 25 students based on their performance in the previous examination and their willingness to participate in the study. The data was collected through pre- and post-focus group discussion, pre- and post-teacher interviews, teacher classroom observation, and reflection on three action cycles, including nine lessons with three lessons in each cycle and students’ reflection and work samples. Each lesson was conducted in person. After each lesson, the data generated were analysed to inform further actions to improve students' ability to solve word problems. 
The findings of this study revealed that students encounter several challenges in solving word problems. These challenges include difficulties arising from the language used in the problems, which often hinders comprehension, particularly when the instructional language does not match the students' home language, a lack of appropriate strategies and guiding examples that could help students understand problem-solving techniques, and a reliance on teachers to solve problems, which prevents students from developing their own problem-solving skills. The study highlighted various strategies such as identifying keywords, and the CUBES strategy, which is 1. Circle the number 2. Underline the question 3. Box the keywords 4. evaluate the mathematical operation 5. solve and check and Math Talk to facilitate students to solve mathematical word problems.

First Page

1

Last Page

84

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