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  • Jurnal Internasional 1

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    This study investigated teachers' perspectives on the difficulties students face when solving mathematical word problems in grades 2-5. Teachers reported that students' ability to read and understand the problems was the most common difficulty. Standardized testing and text difficulties were cited as the most common causes. When asked about classroom practices and strategies, teachers most commonly reported having students work problems independently and teaching students to identify key words in problems. The study provided insight into how teachers view the challenges students face with word problems and the approaches they take to address these issues in the classroom. It also showed how state-mandated testing has impacted the instruction of mathematical word problems.

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    This study investigated teachers' perspectives on the difficulties students face when solving mathematical word problems in grades 2-5. Teachers reported that students' ability to read and understand the problems was the most common difficulty. Standardized testing and text difficulties were cited as the most common causes. When asked about classroom practices and strategies, teachers most commonly reported having students work problems independently and teaching students to identify key words in problems. The study provided insight into how teachers view the challenges students face with word problems and the approaches they take to address these issues in the classroom. It also showed how state-mandated testing has impacted the instruction of mathematical word problems.

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    13 views2 pages

    Jurnal Internasional 1

    Uploaded by

    Rohm Adi
    This study investigated teachers' perspectives on the difficulties students face when solving mathematical word problems in grades 2-5. Teachers reported that students' ability to read and understand the problems was the most common difficulty. Standardized testing and text difficulties were cited as the most common causes. When asked about classroom practices and strategies, teachers most commonly reported having students work problems independently and teaching students to identify key words in problems. The study provided insight into how teachers view the challenges students face with word problems and the approaches they take to address these issues in the classroom. It also showed how state-mandated testing has impacted the instruction of mathematical word problems.

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    International Electronic Journal of Mathematics Education MJM

    Vol.8, No.1

    What Teachers Say About Student Difficulties Solving M athemati cal Word Probl ems in Grades 2-5 Daniel ! Pearce Te"as A# M $niversity % &or'us &hri sti (aye )ruun Te"as A# M $niversity % &or'us &hri sti *imberly S+inner ouisiana State $niversity &l arici a o'e,-M ohl er Te"as A# M $niversity % &or'us &hri sti
    This study investigate,- teachers 'ers'ectives of difficulties students have solving mathematical .ord 'roblems and causes of those difficulti.! &lassroom 'ractices and strategies teachers used in their attem'ts to foster student 'roblem solvi ng succ.s .ere also studied! Partici'ants .ere /0 second-fifth grade teachers from 12 different schools in a south central region of the $nite,States! Data included anal yses of intervie. transcri'tions of teachers2 res'onses! (indings from teachers2 r3s'onses sho.ed students2 abilities to read and understand the 'roblem .as the most fre4uently cite,- difficulty5 standardi,ed testi ng and te"t difficulties .ere the most cited causes of those difficulties! 6"amination of teachers2 res'ons. to 'ractic. and strategies used in the classroom revealed the most cited 'ractice .as .or+ing the 'roblem inde'endently and the most cited strategy taught to students .as to identify +ey .ords! This study revealed the significant role reading 'lays in teachers2 'ers'ectives of students2 difficulties solving mathematical .ord 'roblems and 'rovide,- insi ght into 'racti ces and strategies teachers re'orted using to teach .ord 'roblems! With attention to teacher-re'orted causes of difficulties and im'ortance of this Dility for students7 this study also sho.ed the im'act state mandate,- testi ng hason instruction of mathematical .ord 'roblems! Keywords: word problems, sources of students' mathematical difficulties, teacher views

    8 n the 8 ast 20 years there has been an increase in the $nited States of the use of standardsbased education and the use of standardi,ed testi ng as a means of student assessment! The 9o &hild eft )ehind :9& ); Act of 200- re4ui res that al 8 students be assessed in reading and mathematics in Grades < through =! With this em'hasis on mandatory testi ng as a means of determining student achievement7 teachers are see+ing .ays to im'rove their students2 'erformance on re4ui red tests! Student 'erformance on mathematics assessments in the $nited States is an area of 'articular concern for educators as results of state-.ide assessments reveal overal 8 8 o.er student scores in mathematics than other content areas! :T6A7 20--;! >ne such educator .as a third-grade mathematics teacher .ho came and tal+ed to the authors about the current state mandated mathematics test! During this conversation7 she noted that the state2s third-grade mathematics assessment .as becoming increasingly a test of a student2s abi 8 ity to read and understand the 'robl ems instead of a test of com'utation

    s+i 8 8 s! 8 ntri gued7 the authors e"ami ned the 200? state rel eased test since this .as the most recent test available for 'ublic e"amination! We found that 2= @10 4uestions7 or /0 'ercent of the test7

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