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1st Albania International Conference on Education (AICE)

Mathematics word problem solving for third grade

students
Rajmonda Kurshumlia, Prof. Asc Eda Vula

Abstract
The purpose of this study is to examine the impact of action research to improve
students’ abilities for word problem solving. The cooperation between a third grade teacher
(Rajmonda) and a professor from the university focused on examining the results of the
implementation of the two activities within the action plans, ‘Developing the mathematical
vocabulary’ and ‘Formative assessment- feedback’. Thus the project reviewing the impact
of ‘activities’ in the process of word problem solving can be seen as ‘under-study’ within
the broader study of the effect of collaboration in action research. From the analysis of
qualitative data (interviews with students, observation and journal entries) and quantitative
(questionnaires and tests) seen a significant improvement of the results of students in
word problem solving. Developing mathematical vocabulary enabled them to understand
mathematical terms and requirements while providing feedback problems led to the
improvement of the ‘gap’ in the process of problem solving.
Keyterms:Word problem, math vocabulary, feedback, action research, collaborative
action research..

Introduction
Word problem solving in mathematics is an important aspect of learning
mathematics and the mathematical thinking. Everyday work in the classroom shows that
students express difficulties in solving word problems, althrough in solving other tasks
thay are skillful. They can solve very well different tasks with mathematical operations:
addition, substraction, multiplication, division, identify units of measurement and other
tasks that require calculations, tasks with numbers and equations, but when they are behind
word problems many of them give up and show the need help.
During word problems solving it happens that students write some numbers, using
one or more mathematical operations, but they don’t know exactly how to act in further. In
other cases they can compute and use the appropriate operations, but they can not provide
the required answers to the problems.

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How to develop students’ abilities to solve word problems? What are the barrieres
that present students in solving word problems? What can we do as teachers? Which
activities can help students in this particular case? Which skills should develop to students
to be able to solve word problems? Can we apply certain strategies on this issue?
There are some of the concerns that I have as e teacher, but also many other
teachers. Therefore, together with the profesor of the Faculty of Education (coauthor)
decided to carry out this collaborative action research to develop students’ skills in solving
word problems. First of all we reviewed the relevant literature related to word problem
solving in mathematics and than planned action plans.
Word problem solving is studied topic by many authors, whose guidlines have been
effectual for this study (National Council of Teachers of Mathematics NCTM, 2000;
Sharma, 2001; Van de Walle, 2007; Burns, 2007). Many authors have studied the role
of mathematical vocabulary and its impact in students’ achievements in mathematics
and word problem solving (Amen, 2006; Blessman & Myszczak, 2001; Georgius, 2006;
Brethouwer, 2008; Kranda, 2008; McConell, 2008).
Its not enough for students to learn mathematics only by solving tasks that require
computations or memorizing concepts and operations. Students should be able to solve
problems that encourage and develop thinking and their logic. They will be faced by
problem solving in their life in different situations, in many competitions and tests in which
word problems are present. The purpose of this research is to find ways and appropriate
activities to develop students’ skills in solving word problems. Developed action plans
in action research cyles were ‘Developing the mathematics vocabulary’ and ‘ Formative
assesment- in particular- feedback’.

Literature review
Collaborative action research is the joint research between to or more teachers,
or between universities and teachers. They collaborate and influence in changing the
curricular approach and their main focus is on practical problems or individual teachers.
(Vula & Berdynaj, 2011).

Mathematical vocabulary and mathematical language

The difficult part in solving word problems is the understanding of the problem,
especialy the words in which is shown that problem. Not understanding of certain words
affects the first difficulties in word problem solving, one of which may be the aplication
of inappropriate mathematical operations.
Burns (2007) compares the learning of mathematics with learning of second language.
According to her, mathematics is described as a language, and a learning of the mathematics as
a learning of a second language. But it is clear that the learning of the mathematics as a second
language has to do with other purposes of learning a foreign language.
Sharma also compares mathematics with language. According to him, “mathematics
is a kind of language where communication takes place through the symbols, it has its
letters, symbols, vocabulary and grammar” (Sharma, 2001, p.66). Students can not be
successful in mathematics if they don’t know the meaning of certain words of mathematics,
its also valuable for ther subjects, if they don’t know the meaning of words they can’t learn
the relevant subject. If students know the meaning of terms they can learn mathematical
concepts and develop necessary skills in mathematics.

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Formative assessment- feedback

Integral and very important part in the learning and teaching process is the students
assessment, not only to assess students’ achievemenets, but also for the purpose of
improving their work. According to Burns (2007) the assessment of should focus on
understanding of students’ ideas, problem solving skills and learning reactions. A good
assessment can improve learning in many ways.
Feedback on assignments can assist students in setting goals taking responsibility
for their learning and becoming more idependent in learning. Also help students to
understand the characteristics of accurate and complete response. To ensure high quality
learning for all students, assessment should become a rutine part of classroom activities.
Opportunity to observe students work provide Formative assessment as a type of
assessment which is implemented in the classroom and aims at improving the performance
of students, motivating and orienting them to work in further activities. Formative
assessment is a process of systematic observation that provides a better understanding of
what student have learned and how to engage them deeply in the learning process.
This process “direct students in the learning process and enables them to acquire
necessary skills that will be useful to achieve better results” (Murchan, Shiel, Vula, 2012,
p.17). Feedback as learning assessment strategies provide feedback for perfomed work and
instructions for improvement.

Research related to impact of vocabulary in solving word problems

Different research findings have shown that the development of mathematical
vocabulary affects students’ abilities in mathematics. Blessman& Myszczak (2001) have
examined the impact of mathematical vocabulary on students’ understanding. According
to them, one of four causes that cause confusion in mathematics is vocabulary, so students
need te be strengthened in their understanding of mathematical vocabulary to be successful
in mathematics.
Understanding of mathematical vocabulary influences comprehension of lessons,
tasks, various tests, especially in solving word problems, so a lack of understanding of
mathematical terms affects locking capabilities to solve problems (Amen, 2006). There
is a direct link between success in problem solving and vocabulary. Student’s ability to
undrstand words in mathematics classes is related to its ability to solve word problems.
Improving communication about mathematics is studied by Georgius (2006). The findings
of this research indicate that students feel that the knowledge of the definitions of
mathematical term is significant and increases their achievements.
Kranda (2008) conducted research about the relationship between students accurate
understanding of mathematical vocabulary and their achievements, particularly focusing
on understanding word problems and abilities to use appropriate mathematics language in
word problem solving. The impact of of vocabulary instruction for the understanding of
mathematical concepts by student is researched by McConell (2008). When students are
directly instructed to use the language of mathematics, in many ways they develop better
understanding of mathematical concepts and word problem solving becomes easier.
Results of research by Solomon (2009) showed that taking time to write words
related to problems and discussing their meaning in the context of the problem, students
will have more oppurtunities to know what to do with problems

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Method
Purpose and research questions
The purpose of his research is to find appropriate ways and activities to develop
students’ abilities to solve word problem in mathematics.

Research questions are:

What impact has the development of mathematical vocabulary to develop students’
abilities in word problem solving?

What impact has the aplication of feedback in the development of students’ abilities word
problem solving?

School context and participants

This research is carried out with third grade students, in elementary school “Yll
Morina” in Gjakova, exactly III3 class in which attend 34 students 8- 9 years old (20
boys and 14 girls). Elemenary school “Yll morina” in Gjakova is public school in urban
enviorment and has 1229 students and 59 teachers. The total number of students in third grade
is 132 students. Elementary scholl “Yll morina” in Gjakova is one of the most distinguished
schools in Gjakova for successes and achievements of students, participation and performance
of students in different competitions and organizing extracurricular activities.

Research design
Planning of this research is based on action research methodology, the research
was carried out in the period November 2011-June 2012. At the beginning the literature
has been reviewed, various items and related research studies in this area. Before planning
action plans was conducted questionnaire for teachers in order to identify the attidues of
teachers about word problem solving and actions in enabling students in this direction. The
questionaire was conducted with 24 teachers from ‘Yll Morina” elemntary school. After
that are realized interviews with studnets from III3 class in order to obtain informations
about their attitudes in word problem solving. Then is realized the first test for students
whose role was to identify the current students situation in the classroom during word
problem solving. The test contanied four problems and from students is required to solve
them. Analysis of data fom the teachers questionnaire and the results from the first test
gave the same results that helped in the planning of the first action plan. To ensure the
validity of this research is used “triangulation” of the data (Creswell, 2008, p.266) and
collaboration with “Critical – friends”.
During analysis of results, we have been working seperately, then together with
professor we looked at the results. Problems from tests were assessed on the basis of the
rubrics for assessment to ensure equal access to assessment of problems.

The first action plan

The first action plan was implemented in the classroom during November 2011.
At the beginning of this plan it has been realised a pre-test with students. Pre-test
contained 11 words from the terminology of mathematics for which from students is
required to write what they understand from those words. At the end of this plan was
carried out post-test with same words (Amen, 2006).

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During the implementation of this plan in the classroom were conducted various
activities to develop students vocabulary, in enabling students to understand and use
different mathematical terms.
Students in many cases by the lack of unferstanding of the terms perform wrong
actions, or either do not understand the terms expressed in mathematical language. To solve
word problems students should know mathematical vocabulary, understand mathematical
concepts and translate words from native language to mathematical (Sharma, 2001). Every
hour of teaching mathematics started with clarifying mathematical terms of lesson unit
(Chard, 2003), but their explanation continued in other phases of lesson.
Besides are explained extensively with words terms, students have written the
vocabulary with special terms in their notebooks and behind them the clarification, they
formed mathematical dictionary (Blessman & Myszczak, 2001; Brethouwer, 2008).
Formation of the” word wall” was an activity in which many words from the
terminology of mathematics are located in the wall of the classroom, where students at
any time have been able to see and read them.
In many studies the word wall has been very effective for the development of
mathematical vocabulary (Amen, 2006; Fogelberg et al., 2008; Georgius, 2008; Brethower,
2008). Presentation of the word wall was support for all students, because in this way the
words have been exposed at all times and near students (Burns, 2007).
During this time, there have been developed other activities such as: the game in
pairs between students, word explanation for mathematics word problems, where was
important the use of mathematical terms during explanation and not only the use of
common words from the dialy vocabulary (Solomon, 2009).
Another activity was the presentation with drawings or examples for different words,
exercise in worksheets called What does it mean? In which studnts explained the words:
addition, subtraction, multiplication ad division through word explanations, presenting
examples and illustrated with drawings.
Summary of the first action plan
• Pre-test about mathematical terms
• Clarification of everyday mathematical terms and students dictionary
• Word wall in classroom
• Games in pairs with words
• Two part diary – word expalanation during problem solving
• Activity: What does it mean?
• Post-test mathematical terms (the same as the pre-test).

The second action plan

The second action plan was the implementation of formative assessment strategies-
feedback. Was conducted in period March-June 2012. During the implementation of this plan
was use feedback during word problem solving. Feedback was provided by teacher, but alo by
students for each other. Feedback was mainly provided in writing, but somtimes in verbal.
The purpose of the feedback was to improve the performance of students and
to orient them to the proper procedures in word problem solving, highlighting potential
errors in order to improve and clarify steps in problem solving.
Students solved word problems and for every problem solved is given feedback for
improving the students performance, clarification and guidance in further work.

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Summary of the second action plan
• Writing and verbal feedback by the teacher
• Feedback by students for each other
At the end of each action plan are carried out tests to identify the impact of the
action plans and the final test.

Findings and interpretation

The results and findings from this research have provide not only answers to the
research questions, but also to concerns about word problem solving.

Results of the questionnaire with teachers

Teacher questionnaire contained 11 questions, of which 9 questions have been
formulated according to Likert’s scale and two were open ended.

Answers from the questionnaire were analyzed by statistical method and the answers
from open-ended questions first were read carefully to gain a general impresion, identified
text segments and then marked “codes’ to describe the meaning of those segments. After
that is formed a list of categories with ‘codes’, are reviewed and reduced and are selected
writing materials (Creswell, 1998).

Answers of teachers questionnaire showed: students have difficulty on understanding

and solving word problems, they need guidance during problem solving and they lack
necessary skills to solve word problems.
“Students have difficulty to understand mathematical terms, do not understand the language of
mathematics.”
“Students do not have the patience to read mathematical problems, they see mathematics as numbers
rather than words.” (Some of teacher answers).

Teachers give many reasons for the importance of developing students abilities
for word problem solving: students will be more logical and will develop higher levels
of thinking, will develop various skills they need for everyday life, will understand better
concepts and mathematical content.
“Word problem solving develops students’ logic and promotes high levels of
thinking”.
“Enabling students to solve word problems help them to be better problem solvers
in the future.” (Some of the teacher reasons).

Results of the interview with students

Of the 34 interviwed students, 30 students (88%)answered that they like to solve
word problems, while 4 students (12%) stated the opposite.

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Table 1 Students attitudes for word problem solving
Word problem solving
Positive attitudes
Word problems are fun. We like to solve word problems because we learn more. Word problems are
intresting to be solved, there are always new things.
Negative attitudes
Difficulty in problem solving is misunderstand of words. In word problems we have difficulties to find
a solution. Determining the appropriate mathematical operation to solve problem is not easy.
Neutral attitudes
Word problem solving is the same as the solution of other tasks in mathematics.

Results of the first test with students

Results from the first test showed that students have difficulties to solve word
problems. Average scores achieved by students in this test is 10.74 (67% of the maximum
score). Analysis of htese results showed that students have difficulty in understanding
mathematical terms.
Figure 1 Wrong solution (failure to understand the word decrease

In the absence of the meaning of word decrease student failed to solve accurately,
has increased the amount of numbers (39 + 47) with production of numbers 6 and 7,
while the problem required the opposite. This case showed that students don’t understand
the words in problems, do not pay attention to the meaning of these words, so they do not
solve problems. From this example and others noted that students do not understand the
words: increase, decrease, double, x times more, y times less etc. Students often confuse
the words: less than or x times less, or more than, y once more, which leads to the wrong
operations during problem solving.
Figure 2 Wrong solved problem

Wrong solution to the problem due to the misunderstanding of expresion eight

times less.

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Figure 3 Lack of answer formulation

Lack of studnets’ mathematical vocabulary is often accompanied by a lack in
formulation of answers from students for solved problems. In many cases the problems
are correctly calculated, but lacks written answers.
Figure 4 Wrong solution of the problem

Misunderstanding of the word twice than a number affects computation of twice

by dividing.
Noting the causes that impact the misunderstnanding of mathematical words and
the types of difficulties expressed by students in these and other cases, was realized the
first action plan.

Results of the second test with students

The second test was realized in order to identify the effects of the first action plan.
Average score achieved by students was 12.56 (78% of the maximum score). The results
showed that the first action plan has been influential in the development of students’
abilities to solve problems.
Table 2 Average scores of pre-test and post-test
Pre-test Post -test
Pikët maksimale 11 11
7.68 10.41
Average scores achieved by
students (69.82% of the maximum (94.64% of the maximum
score) score)

Post-test results showed the improvement of student’s vocabulary and understanding

of mathematical terms.

Figure 5 Interpretation of mathematical concepts and difficulties in their explanation

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Students in some cases could not explain the different mathematical terms, so they
explain them by using mathematical symbols.
Figure 6 Wrong interpretation of the meanings product and quotient

Lack of understanding of mathematical terms affects inaccurate explanations. When

are confused by mathematical words students use inappropriate actions to solve problems
Figure 7 Verbal explanation of mathematical concepts

After workimg with vocabulary student understood correctly mathematical words

and gave proper explanation.

The first action plan on the development of students’ mathematical vocabulary has
developed students skills. Students who at the beginning had difficulties in understanding
of different mathematical terms, after working on the development of vocabulary showed that
they understand certain terms. This is noticed after being collected and analyzed one by one all
the works of students after problem solving. However, students have continued to have other
difficulties in solving these problems. For this reason continued the second action plan.

Results of the third test with students

Average score achieved by students in the third test was 13.97 (87.31% of the
maximum score). The results confirmed the positive impact of the second action plan in
the development of the students’ skills in problem solving.
Figure 8 Feedback

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Figure 9 Providing feedback by teacher and students.

Feedback through the

explanations for correct problem
solving for students showed
improvements in their further work,
because in this way students had
oppurtunity to see their mistakes and
have taken appropriate explanations
for any uncertanity.
The final test results
The final test resultes showed
the positive impact of actions in
developing students’ abilities in word
problem solving.
Average of final test score is 16.68 (91.75% of maximum score).
The results of four tests
Figure10 The results of four tests
From the analysis of the results of four tests we see changes, exactly increase of
the results in the number of problems solved correctly by students and average score for
20
18 18
16
15
14
13 Test 1
12
11 Test 2
10
9 Test 3
8 8 8
7 7 7 7 Test 4
6 6 6
4 4
2 2
1
0 0
0problem 1problem 2probleme3 probleme 4probleme

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each test. Action plans have shown positive effects on students performance, after every
action plan are increased students results and is increased the number of students who
solve problems correctly. Generally emphasize that the actions in this research developed
students’ abilities in word problem solving.

Discussion
Word problem solving affects the development and application of student’s
knowledge and abilities in mathematics, thus, it must be an integral part of the teaching
and learning of mathematics. Difficulties which present students in word problem solving
can be improved by different strategies and activities and students can be trained in this
regard. Implementation of collaboration action research proved to be very efficient for the
developement of students’ skills and improving their work in word problem solving and
changing teachers practice.
Implementation of the actions plans included in action research cycles resulted in
achieving the purpose of the research and answered to the research questions. The research
results showed that there is a direct link between problem solving and understanding of
the vocabulary (Amen, 2006; Burns, 2007; Brethower, 2008; Georgius, 2006; McConell,
2008). After working with mathematical vocabulary “studets had higher achievement
test scores” (Amen, 2006, fq. 23). The research showed that the first action plan on the
development of students’ mathematical vocabulary contributed to enabling students
to understand mathematical terms. Understanding of mathematical terms, frequently
explanations have higher impact on the results of word problem solving. In her study,
Amen (2006) showed that ‘students should write, visualize and act about mathematical
vocabulary’ (p.24) and repeat it constantly. This was one reason that this research the work
on vocabulary continued in further.
Findings from Brethouer (2008) showed that the impact of vocabulary in learning
of mathematical concepts is related to a deeper understanding of them. McConell (2008)
showed that students are better at problem solving when they understand the words in
problem and the learning of vocabulray improves students’ understanding of mathematical
concepts. Beside the impact of the learning vocabulary in problem solving, the research
showed that the learning of vocabulary improved students communication and expression
at mathematics and expanded their answers and reasoning for problem solving.
Using the “word wall” and retaning vocabulary from students has been an effective
tool to help students in memorizing various mathematical terms and acting with them
(Georgius, 2008; Brethower, 2008; Fogelberg, et al, 2010). A very useful strategy in this
research was the feedback. Feedback provide a clear information for students for their
work, for correction, but also served as a guide in future work. Two-way communication
between me as a teacher and students provide information for identifying the difficulties
faced by students and at the same time it helped the discovery of the causes which bring
thes difficulties (Murchan, Shiel, Vula, 2012). Feedback was very productive, especially
when students give useful information to each other.

Conclusions
Action research methodology was a very good way to develop student’s abilities

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in word problem solving and to improve our practice in the classroom. Difficulties that
students express in word problem solving can be overcome through various strategies and
activities. It is important for students to have more oppurtunities to solve word problems
and not to be included only in accouting tasks, because thes problems allow them to
connect mathematical concepts with real life problems.
Developing of students’ mathematical vocabulary help students to understand the
different words in mathematics, to express and communicate freely about mathematics and
to understand words and demands in word problems. Knowledge of various mathematical
terms allows students to be better problem solvers. Students need clarification and gudance
in their work, especially in word problem solving. Feedback was a useful strategy that
enables students to improve thei work and be focused on further work.
As conclusion, identification in time of students’ difficulties in learning, planning
of activities acording to the needs of students, the implementation of ‘action plans’ and
reflection of them can provide a quality education for our students.

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