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Chapter 1

THE PROBLEM

This chapter presents the background of the study, statement of the

problem, objectives of the study, assumptions of the study, significance of the

study, scope and delimitation and definition of terms.

BACKGROUND OF THE STUDY

Today's current educational system requires that Mathematics, as a school

subject, be learned comprehensively and with much depth. With this comes its

twin goals in the basic educational levels (K-10) – the critical thinking and the

problem solving. Part and parcel of problem solving is to translate word problems

into mathematical equations or symbols. However, students especially in junior

high school have difficulties analyzing and interpreting word problems which

involves applying arithmetical operations, understanding the notion of variables

and algebraic expressions, understanding the different meanings of the equal sign,

and mathematization.

As defined by Lai (2015) problem solving is a cognitive process directed to

achieve a goal when no obvious solution method is available to the problem solver.

According to Polya (1957) problem solving is a practical skill that students

learn as they observe and imitate what other people do when solving problems.

Polya distinguishes four phases in solving a problem: (1) understanding the

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problem to see clearly the given task; (2) devising a plan; (3) carrying out the

plan; and (4) looking back at the completed solution.

Ability in solving word problems according to Bardillion Jr. (2004), depends

on how students translate phrases into mathematical symbols.

According to Hart (1996) learners have difficulty converting a word problem

into the necessary mathematical form needed to solve the problem. The students

seem unable to create a mental representation that links the text of the word

problem to appropriate mathematical expression.

Bernardo (1999) asserts that students have difficulties in word problems for

they are unable; to decode the words used in a word problem; to comprehend a

sentence; to understand specific vocabulary; and to have confidence or the ability

to concentrate when reading.

Yeo (2009) noted that some students have slow progress in solving the

word problem due to their inability to translate the problem into mathematical

form. Some students have also difficulties solving the problem because they do

not comprehend the problem as they found the problem confusing.

While students find it difficult to solve word problems presented in verbal

forms because they need to first identify what operation is involved by translating

this into a mathematical symbol before actually performing the operation and

arriving at the correct answer; it is easier for them to solve problem presented in

numbers or in a certain equation. This shows that students need to develop a full
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understanding of the problem before they attempt to solve it (Swanson, Orosco,

& Lussier, 2014).

The researchers decided to conduct a study on translating worded problems

into mathematical symbols because they want to identify the factors affecting the

difficulties of the Grade 9 students and their level of affect as well as the difficulties

of the students and their level of difficulty. And also, this study focused on the

interventions done by the teacher to solve this problem and its effectiveness.

STATEMENT OF THE PROBLEM

This study aimed to determine the Problems and Difficulties of Grade 9

Students at the Great Plebeian College in Translating Worded Problems into

Mathematical Symbols. Specifically, it answered the following questions:

1. What is the profile of the respondents in terms of:

a. Age;

b. Sex;

c. Section; and

d. Favorite Subject

2. What are the factors affecting the difficulties of the Grade 9 students in

translating worded problems into mathematical symbols and their level of

affect?

3. What are the difficulties of the Grade 9 students in translating worded

problems into mathematical symbols and their level of difficulty?

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4. What are the interventions done by the teacher to the difficulties of Grade

9 students in translating worded problems into mathematical symbols and

their degree of effectiveness?

OBJECTIVES OF THE STUDY

Based from the statement of the problem, the following objectives are

formulated;

1. To know the profile of the respondents in terms of their age, sex, section

and favorite subject.

2. To identify the factors affecting the difficulties of the Grade 9 students in

translating worded problems into mathematical symbols and their level of

affect.

3. To identify the difficulties of the Grade 9 students in translating worded

problems into mathematical symbols and their level of difficulty.

4. To identify the interventions done by the teacher to the difficulties of Grade

9 students in translating worded problems into mathematical symbols and

their degree of effectiveness.

ASSUMPTIONS OF THE STUDY

To get a clear understanding of the study, the assumptions below are

formulated;

1. That the profile of the respondents is based on their age, sex, section and

favorite subject.
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2. That there are different factors affecting the difficulties of the Grade 9

students in translating worded problems into mathematical symbols and

their level of affect.

3. That there are difficulties of the Grade 9 students in translating worded

problems into mathematical symbols and their level of difficulty.

4. That there are interventions done by the teacher to the difficulties of Grade

9 students in translating worded problems into mathematical symbols and

their degree of effectiveness.

SIGNIFICANCE OF THE STUDY

The result of the study may benefit the following;

Students. This study will be a great help for the student to become aware

of their problems and difficulties in translating worded problems into mathematical

symbols. This will also help them develop confidence in exerting their full potential

in solving word problems.

Teachers. This study will be beneficial to the mathematics teacher. It will

help them come up with new and better strategies in guiding and teaching

students in solving worded problems.

School Administration. The purpose of this study is to improve the

teaching instruction with regards to worded problems so that the school

administration can help, serve better and fill in the gaps of the students’

educational needs.
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Future Researchers. The findings of this study will open the mind of the

future researchers to conduct similar or related studies in order to refresh, improve

and discover other problems and difficulties encountered by students in solving

worded problems.

SCOPE AND DELIMITATION

This study aimed to determine the difficulties of students in translating

worded problems into mathematical symbols. This study limit itself to the 244

Grade 9 students of the Great Plebeian College for the school year 2018-2019.

DEFINITION OF TERMS

The following terms are defined theoretically, operationally and

conceptually for better understanding of the study.

Comprehension. The understanding and interpretation of what is read. In

this study, it refers to ability to understand word problems.

Difficulties. The quality of something that makes it hard to do. In this

study, it refers to struggle of the students in translating worded problems into

mathematical equation.

Mathematical Language. Language of mathematics. In this study, it

refers to languages used in mathematics to express mathematical idea like

numbers, and letters as variables.

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Mathematical Symbols. Symbols used to represent mathematical ideas.

In this study, it refers to mathematical sentence that involves number, operations

and letters that are used to represent mathematical object of interest.

Mathematization. State of being considered or explained mathematically.

In this study, it refers to the act of interpreting or expressing mathematically a

word problem.

Problem Solving. Process or act of finding a solution to a problem. In

this study, it refers to tasks that develops higher order thinking skills by applying

the mathematical skills taught.

Structure. Construction or framework of identifiable elements. In this

study, it refers to the arrangement of and relations between the parts or elements

of a word problem.

Translating. An activity that aims at conveying meaning or meanings of a

given-linguistic discourse from one language to another. In this study, it refers to

change worded problems into mathematical symbols.

Word Problems. A mathematics question that states verbally what is

usually written using symbols. In this study, it refers to mathematical exercise

where information on the problem is presented in verbal forms or text rather than

in mathematical notation.