action research sheree lou b. glorioso

7/26/2019 Action Research Sheree Lou b. Glorioso

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Mount Carmel College3200 Baler, Aurora

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DIFFICULTY IN PROBLEM SOLVING OF GRADE V-B PUPILSIN SUKLAYIN ELEMENTARY SCHOOL

An Action Ree!"c#P"eente$ to t#e F!c%&t' o( Hi)#e" E$%c!tion De*!"t+ent o(Mo%nt C!"+e& Co&&e)e,

B!&e", A%"o"!

In P!"ti!& F%&(i&&+ent o( t#e Re%i"e+ent (o" t#eDe)"ee o( B!c#e&o" o( E&e+ent!"' E$%c!tion

B'.

S#e"ee Lo% B/ G&o"iooA/Y/ 0123-0124


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APPROVAL SHEET

We, the members of the Action Research Review Committee, have found the action

research entitled DIFFICULTY IN PROBLEM SOLVING OF GRADE V-B PUPILS IN

SUKLAYIN ELEMENTARY SCHOOL, A/ Y/ 0123- 0124, prepared and submitted by

SHEREE L! "# $LR%S, in partial fulfilment on the re&uirements for the de'ree in

"achelor in Elementary Education has been e(amined and is recommended for acceptance and

approval for oral e(amination#

Approved by the committee on oral defense with a 'rade)ratin' of ********#

Recommended by+

MRS/ ESTRELLA O/ CATIPON

A$5ie"

T#ei Re5ie6 Co++ittee

MR/ MARIANO A/ 7UI8ONES MRS/ ESTRELLA O/ CATIPON

P!ne&it P!ne&it

Accepted and approved in partial fulfilment for the de'ree of "achelor in Elementary

Education#

DR/ RO9EL G/ OLILA

Colle'e Affairs fficer

i


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CERTIFICATION

o whom it may concern+

his is to certify that Sheree Lou "# $lorioso, a senior student of "achelor in Elementary

Education has prepared and submitted this study entitled DIFFICULTY IN PROBLEM

SOLVING OF GRADE V-B PUPILS IN SUKLAYIN ELEMENTARY SCHOOL A/Y/0123- 0124/

$iven this ***** day of ****, -./0 at 1ount Carmel Colle'e "aler, Aurora#

Certified by+

DR/ RO9EL G/ OLILA

Colle'e Affairs fficer

ii


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ACKNO9LEDGMENT

his research study would not have been possible without the 'uidance and help of

several individuals who in one way or another, contributed and e(tended their valuable assistance

in the preparation and completion of this endeavour#

2irst and foremost, the researcher would li3e to e(tend her utmost 'ratitude to their

Action Research advisers, 1rs# Estrella # Catipon and 1r# 1ariano 4ui5ones for their

'uidance, assistance and helpful su''estions in the improvement of this research#

o her Cooperatin' eacher, 1rs# 1ary Ann C# 1a5alac, for the advice and valuable

insi'hts throu'hout the analysis and interpretation of this piece of wor3#

o her Cooperatin' class, for their cooperation and respect#

o her friends and classmates, whom she used to be with and learn with, for their

considerate help and support in times of need#

o her ever beloved and supportive family, for servin' as her inspiration to finish the

research and for their trust and overwhelmin' encoura'ement#

Above all, to our Almi'hty 2ather for 'ivin' the 'ift of life# 2or all the blessin' He

showered upon us# And for 'ivin' passionate callin' to teach#

Words are not enou'h to e(press her deeply appreciation# She is forever than3ful and

'rateful to all#

T#e Ree!"c#e"

iii


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DEDICATION

he researcher humbly dedicated this piece of wor3 to her beloved family who have been

so proud of her and for all the sacrifices they6ve made#

o her classmates, friends, teachers, and to all, who wants to ma3e her research wor3 as a

reference in the future#

And also to Almi'hty 2ather who have been the source of inner stren'th and peace#

T#e Ree!"c#e"

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TABLE OF CONTENTS

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ABSTRACT

TITLE.


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which are bein' learned and how to ma3e use of them to solve problems# %t help them to increase

their class participation leadin' to better performances as well as to develop their selfD

confidence#

9#' 6! I conce"ne$:

% conducted this research because of the followin' 'oals+

% want to identify the root cause why they suffered difficulty in problem solvin'#

% want to lessen the difficulty they encountered in this topic#

% want to improve their s3ills and enhance their learnin's#

% want to encoura'e them to love this subect and practice cooperation than

competition#

9#!t co%&$ I $o:

%n order to reach my 'oals, % may apply the followin' strate'ies % learned+

'ive proper motivation to focus and learn problem solvin' concepts and s3ills#

inculcate the importance of problem solvin' in real life situation#

encoura'e them to become more responsible to their learnin'#

develop pupil6s selfDconfidence#

9#o c!n #e&* +e:

%n order to meet my 'oals, % could as3 my cooperatin' teacher about the behavior of the

pupils and the possible reasons why they suffer difficulty in problem solvin'# % could also as3 her

to 'ive feedbac3s and su''estions about the lesson % am teachin', methods and strate'ies usin',

activities utiliFin', and the my pupil6s response towards my teachin' style#

9#!t $i$ I $o:

he followin' were the list of interventions % used to address the problem+


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A conducive learnin' builds opportunity to pupils to learn# % tried to chan'e their

seatin' arran'ements for them to be comfortable and observable# he class

became interactive and favorable in teachin' and learnin' process#

% employed varied methods and strate'ies that fitted to the lesson and suited to

the learner6s interest# % used appropriate instructional materials and 'ave simple e(amples for them to

understand the topic easily# % want learnin' to be e(periential and reliable# % often shared real life e(perience

throu'h statin' it in a problem to solve# % encoura'ed them to do board wor3s and let them e(plain their answer# hrou'h

this, they developed thin3in' and communication s3ills# % provided them proper motivation and enoyable activities to achieve the desired

outcomes and to ma3e the learnin' fun# % 'ave individual activities to measured

their understandin' and also 'roup activities for them to practice cooperation,

unity and team wor3# Rewards and punishments has 'iven too, to motivate them

to study#

% 'ave them recitation cards and % e(plained to them all the details about it# %t

helped them to strive harder each day# Everyone should recite daily, it6s a must#

Whether they answered the &uestions correct or not, it has correspondin' score

points to encoura'e their participation# % always reco'niFed the 'ood thin's they

do by 'ivin' praises, words of encoura'ement and also % tried to point out the

thin's they must not do# % always chec3ed their noteboo3s for their lectures, seatwor3s and assi'nments#

:o one is allowed to leave the class without a complete lectures# hey practiced

to be a responsible one#


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% also too3 time to min'le with them# %t6s better to have harmonious relationship

between a teacher and learners#

% continue valuin' this subect and inculcate the importance of it in our lives#

Ho6 c!n I e5!&%!te +' 6o";:

o evaluate the effectiveness of my wor3, % had see the followin' strate'ies+

/# % always monitor my pupil6s improvements by recordin' their wor3s and

participation# Comparin' from their previous performances up to present, there

comes a bi' differences# hey improved better than before#-# % held conversation with the pupil6s to 3now their comments and feedbac3s

re'ardin' my teachin' and my performance as well# hey also reflect to their own

performances, if there6s an improvement or chan'es happened# hey also write their

e(periences in learnin' 1athematics durin' my time# Some messa'es include+

D % find this subect interestin' and enoyable one#GD han3 you for teachin' us to learn 1ath#G

D % became motivated to strive harder#G

# And also % as3ed my cooperatin' teacher to evaluate my interventions# She 'ave

positive feedbac3s and su''estions, that6s why % feel 'reat#

9#!t #!5e I &e!"ne$ ("o+ $oin) +' "ee!"c#:

2rom this study, lots of learnin' was realiFed# %t includes the followin'+

/# eachin' does not occur until the learnin' doesG I A# 7atterson# Without learnin',

there is no teachin', they must 'o to'ether# Just li3e a teacher and his learner#-# "oth teacher and learners were responsible to ta3e the teachin' and learnin' process

positively#

# !sin' appropriate learnin' materials, creative activities and varied strate'ies 'reatly

help a teacher to catch the attention of the learners for them to cope up#


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0# 7rovidin' motivation will 'et the full attention and focus of someone# And also by

'ivin' a reward and punishment#

# Real life obects, e(periences and modern technolo'y help a learner to understand the

lesson#

=# 7atience is a 'reat &uality to have# Without patience you can6t do a thin' that you

thin3 is hard to do#

B# @ou can touch the life of someone, if you 'ive your heart to help them# # he success of the teacher is depends on pupil6s learnin' achievement#

CHAPTER I

INTRODUCTION

eachin' is a challen'in' but very rewardin' profession, with teachers playin' an

essential part in helpin' children and youn' people to ac&uire and develop the 3nowled'e and

s3ills they will need in later life#G

% am Sheree Lou "# $lorioso, a senior student in 1ount Carmel Colle'e ta3in' up the


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% had noticed that they faced difficulty in problem solvin'# hrou'h observation and

interview with my cooperatin' teacher, % found out and proved that the problem really e(ist#

7roblem solvin' plays an important role in mathematics and should have a prominent

role in the mathematics education of ;D/- students# Everybody can benefit from havin' 'ood

problem solvin' s3ills as we all encounter problems on a daily basis#

his action research % have developed entitled DIFFICULTY IN PROBLEM

SOLVING OF GRADE V-B PUPILS IN SUKLAYIN ELEMENTARY SCHOOL aims to

overcome this situation/

With this, % made interventions to lessen the difficulty encountered by $rade 8D" pupils

in problem solvin'#

%n the end % come up with new e(periences and learnin'6s with this action research

approach#


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OVERVIE9 OF THE CHAPTERS

C#!*te" I


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C#!*te" V


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# %nability to translate the problem into a mathematical form

Some pupils, who had a strate'y to solve the problem, were impeded in their pro'ress in

solvin' the problem by their inability to translate the problem into a mathematical form

e&uations or open sentencesM#

0# %nability to use the correct mathematics

Some pupils, who were able to translate the problem, were impeded in their pro'ress in

solvin' the problem by their inability to use the correct mathematics to solve the problem# Some

pupils identified an appropriate operation or se&uence of operations but did not 3now the

procedures necessary to carry out these operations accurately#

It !tt"i?%te$ to t#e (o&&o6in) "e!on.

/# %nappropriate strate'y used

he most common inappropriate strate'y used to solve the three problems was number

manipulation where pupils merely manipulated the data in the problem by tryin' to use the four

operators N, D, (,M to arrive at an answer#

-# %ncorrect formulation of the mathematical form several pupils

Several pupils, while wor3in' the ime problem, formulated the sums incorrectly where

they did not include the /. minutes due to technical problems#- Computational errors# Several

students obtained incorrect solutions owin' to careless computations#

# %mperfect mathematical 3nowled'e

ne pupil was not successful in obtainin' the solution to the :umber problem due to an

imperfect 3nowled'e of al'ebraic manipulations#


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0# 1isinterpretation of the problem

ne pupil was not able to obtain the solution to the :umber problem as he had

interpreted that only one number was re&uired to find in the problem#

%t was also observed durin' the interviews that pupils were in the habit of tryin' to solve

the current problem usin' only one strate'y# hey did not demonstrate any fle(ibility by tryin' a

strate'y and if it did not wor3, tryin' another# 7upils who wor3ed their solutions usin' an

inappropriate strate'y were often not aware that the solution was incorrect# 2urthermore, pupils

made no attempt to chec3 that their solutions were correct or whether the solutions satisfied the

conditions in the problem#

With this scenario, as a 7reDService eacher, it is also my tas3 and responsibility to ma3e

interventions on how to overcome such condition# his is the main focus of my research study,

an in&uiry which aims to help the pupils lessen the difficulty in problem solvin'#

All in all, the observations % had conducted, the conversations % had with my Cooperatin'

teacher and pupils proved the e(istence of the problem# hat6s why % became inspired and

challen'ed with my research#


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CHAPTER III

CONTE>T OF THE STUDY

7roblem solvin' is a process of usin' mathematics in unfamiliar situations# 1ay it be a

real worldG situation or within mathematics situation, both involve the ability to solve problems

re&uirin' the use of previously ac&uired s3ills, 3nowled'e and understandin' to meet the

demands of the unfamiliar situation# 7roblem solvin' in mathematics can be e(plained as

thin3in' and wor3in' mathematicallyG but the converse is not true# 7roblem solvin' in

mathematics is an intricate process which calls for a problem solver who is en'a'ed in a

mathematical tas3 to or'anise and deal with domainDspecific and domainD'eneral pieces of

3nowled'e#

T#e N!t%"e o( M!t#e+!tic!& P"o?&e+ So&5in)


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%n a historical review focusin' on the role of problem solvin' in the mathematics

curriculum, Stanic and ;ilpatric3 />K>M wrote+ 7roblems have occupied a central place in the

school mathematics curriculum since anti&uity but problem solvin' has not# O# lMG

A common view amon' mathematics teachers, students and parents is that, PBBM stated that+ Learnin' to solve problems is the principal reason for studyin' mathematics#

O#-.MG Coc3croa / >K-M also attempted to characteriFe problem solvin'+


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thin3in' which relies on mathematical operations# 1athematical problems are the startin' points

of mathematical in&uiry which lead to thin3in'# Law />B-M contended that thin3in' ta3es place

when a person meets a problem and accepts the mental challen'e it offers and "urton />K0M

added that+ %f thin3in' is a way of improvin' understandin' and e(tendin' control over the

environment, mathematical thin3in' uses particular means to do this, means that can be

reco'niFed or pertainin' of mathematics# p# =M

Be&ie( !n$ A((ecti5e F!cto"

When students approach mathematical tas3s, and especially those that are problematic,

they do not enter the arena as purely co'nitive bein's# StudentsQ behaviours may be influenced

by their feelin's of selfDesteem, their perceived control D or lac3 of control D over the situation

with which they are faced, or their sense of satisfaction in en'a'in' in mathematical tas3s

Silver, />KM# "eliefs and affective factors can assist or interfere with problem solvin'# After a

year of openin' over B.. intermediate 'rade children solvin' problems, the 1athematical

7roblem Solvin' 7roect 17S7M decided that willin'ness, perseverance, and selfDconfidence

were three of the most important influences on problemDsolvin' performance Webb, 1oses,

;err, />BBM#

Silver />K-aM speculated that affective factors li3e confidence and willin'ness to persist

a substantial effect on the metaco'nitive processes of problem solvers# Lester, $arofalo, and

;roll />K>M, from their studies on studentsQ attitudes and beliefs, conectured that an individualQs

beliefs about self, mathematics, and problem solvin' play a dominant, often "erindereet ;aur

/. overpowerin', role in his or her problemDsolvin' behaviour#


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Schoenfeld />KaM also emphasised the role that belief systems play in determinin' the

3inds of mana'erial decisions that problem solvers ma3e# He su''ested that attitudes toward

mathematics and confidence about mathematics may be aspects of student belief systems that

have an important effect on how students mana'e their co'nitive resources# Schoenfeld />KM

and Silver />KM pointed out that studentsQ beliefs about mathematics may wea3en their ability

to solve non routine problems# %f students believe that mathematical problems should always be

completed in five minutes or less, they may be unwillin' to persist in tryin' to solve problems

that may ta3e substantially lon'er# StudentsQ confidence in themselves as problem solvers, or

their beliefs and feelin's about the nature of mathematics D its inherent structure or lac3 of

structure D can e(ert a stron' prohibitive force on their ability to solve or even initially attac3

problems in a productive way Shau'hnessy, />KM#

Lester and $arofalo />K-M reported that third and fifth 'raders believed that

mathematical problems could always be solved by usin' basic operations and could always be

solved in only a few minutes# StudentsQ responses to attitude items on the hird :ational

Assessment of Educational 7ro'ress in 1athematics Carpenter et al#, />KM indicated the

'eneral belief amon' unior hi'h and hi'h school students that there was always one correct way

to solve any mathematical problem, and that mathematics is mostly memorisation#

Research by Lesh />KM su''ested that many students do not believe that mathematics

is applicable to solvin' realDworld problems# rimmer />B0M found that confidence, lac3 of


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an(iety, fle(ibility, lac3 of ri'idity, and an ability to cope with uncertainty were traits associated

with successfully problem solvin'#

2oon' />>.M noted that when unsuccessfully problem solvers failed to obtain results,

they were easily imitated and their subse&uent behaviours became selfDdirected and tas3

irrelevant# hey e(pressed a lac3 of selfDconfidence and would continue in a ramblin' manner or

they 'ave up, thus avoidin' further frustration#

CHAPTER IV

METHODOLOGY AND RESEARCH DESIGN

%t is often tou'h to analyse the difficulties e(perienced by students when solvin'

mathematical problems throu'h investi'atin' their written solutions# %t may be more productive,

when analysin' errors, to interview students, notin' their verbalisations and thou'ht patterns

about the specific problems with which they were faced# %t cannot be assumed that when an

incorrect answer is 'iven to a mathematical problem that the error occurred because the student

lac3ed the necessary mathematical 3nowled'e or s3ill :ewman, />BBM# %n written assi'nments

an interview techni&ue may be used to find out the errors which students have made# A 3ey

assumption in this interview techni&ue is that the types of errors students ma3e will be consistent


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from one session to another# :evertheless, it seems possible that oneDtoDone interviews, despite

their limitations, do 'ive 'reater insi'hts into students thin3in' and difficulties which would not

be possible purely from an analysis of paper and pencil solutions#

%t was observed durin' the interviews that students were in the habit of attemptin' to solve

the current problem usin' only one heuristic# hey did not show any fle(ibility in see3in' to

solve the problems usin' more than one heuristic# his practice has implications for curriculum

specialists and teacher educators# %f the problemDsolvin' curricula is to be successfully brou'ht

into the classrooms, these practices may have to be carefully e(amined and mathematics teachers

be made aware of how they can successfully implement mathematical problem solvin' in the

classroom# he difficulties e(perienced by $rade 8D" pupils have important implications for

classroom teachers# he simple interview format used in this research is easy to implement and

could be adapted and used by classroom teachers to analyse their students difficulties and hence

remediate their difficulties# his study also shows that students must possess relevant 3nowled'e

and be able to coordinate their use of appropriate s3ills to solve problems# 2urthermore,

3nowled'e factors ;roll 1iller, />>M such as al'orithmic 3nowled'e, lin'uistic 3nowled'e,

conceptual 3nowled'e, schematic 3nowled'e and strate'ic 3nowled'e are vital traits of problemD

solvin' ability# 2or mathematics teachers to assist their students develop their problemDsolvin'

ability, it is essential that they aware of their difficulties first#

he interview responses are useful in that they can assist the mathematics teachers to focus

on their students difficulties durin' remediation#


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As their 7reDService teacher, %6m enablin' to thin3 and analyse information# he main

'oal % need to overcome is to lessen the difficulties they encountered in problem solvin'#

o be able to achieve it, % consulted my Cooperatin' eacher for her advices and

su''estions on how can % improve my interventions# % also consult my findin's and as3 her

feedbac3s#

he followin' were the list of interventions % addressed to the problem+

/# A conducive learnin' builds opportunity to pupils to learn# % chan'ed their seatin'

arran'ements for them to be comfortable and observable#-# % had employed varied methods and strate'ies that fitted to the lesson and suited to

the learner6s interest#% incorporated it with the used of appropriate instructional

materials and 'ave simple e(amples for them to understand the topic easily#

# % want learnin' to be e(periential and reliable# % often shared real life e(perience

throu'h statin' it in a problem to solve#

0# % encoura'ed them to do board wor3s and let them e(plain their answer#

# % provided them proper motivation and enoyable activities# % also 'ave individual

Rewards and punishments has 'iven too, to motivate them to study#

=# % 'ave them recitation cards and % e(plained to them all the details about it# %t helped

them to strive harder each day# Everyone should recite daily, it6s a must# Whether

they answered the &uestions correct or not, it has correspondin' score points to

encoura'e their participation# % always reco'niFed the 'ood thin's they

do by 'ivin' praises, words of encoura'ement and also % tried to point out the thin's

they must not do#


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B# % always chec3ed their noteboo3s for their lectures, seatwor3s and minimal

assi'nment# :o one is allowed to leave the class without a complete lectures#

K# % also too3 time to min'le with them# %t6s better to have harmonious relationship

between a teacher and learners#

CHAPTER V

DATA GATHERING AND INTERPRETATION

After conductin' my interventions, the results are as follows+

/# he class became more interactive and favorable in teachin' and learnin' process

when % chan'ed their seatin' arran'ements# %t also helped to lessen the noise in the

classroom#

-# With the used of various methods, strate'ies and instructional materials they were

able to understand the lesson re'ardin' problem solvin'# "ecause of that, they

become motivated to study# hey can followed the steps in answerin' a problem

solvin'#


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# Sharin' e(periences helped them to realiFe the importance and si'nificance of

problem solvin' in real life situation# hrou'h statin' life situation in mathematical

problem, they were able to cope up#

0# hrou'h conductin' board wor3s, they developed thin3in' and communication s3ills#

1ista3es were re'arded because it was an opportunity for their learnin' so that they

tried and tried# Everyone participated well in doin' this activity because they all

e(perienced it#

# Havin' proper motivation and enoyable activities served as 'ood help to achieve the

desired outcomes and it made the learnin' fun# "ecause of the activities, pupils

practiced unity and team wor3# hey developed cooperation rather competition# hey

tried to help each other#

=# With re'ards in recitation cards, nobody 'ot points lower than - out of 0. points

within two wee3s# hey were able to cooperate and participate# hey developed

confidence to answered every &uestion about problem solvin'# Words of

encoura'ement also helped them to strive harder each day#B# Always chec3in' their notes developed their behavior of bein' a responsible one#

!sin' this, they able to recap the lessons we had done and they can study at home#K# Harmonious relationship between teacher and students made the teachin' and

learnin' process effectively# Everybody 'ained trust and respect with each other#

># And in valuin' this subect, everybody realiFed the importance of it#

As % had monitored the result of my intervention, %6m able to consult my Cooperatin'

eacher and the students themselves# % noticed that their performances improved which was

proved by a 'ood pro'ress in their class records presented in able %# here6s much different


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from their previous performance up to present# 1ost of them, 'ained 'ood 'rades and it served

as 'ood result#

1y Cooperatin' eacher, who 3eenly observed everythin', is the 'reatest contributor of

reliable feedbac3# % as3ed my Cooperatin' eacher to have an evaluation to my teachin'# She

'ave me positive feedbac3s that include a messa'e+ $reat# Job well done# % can see that your

intervention plan really helped the pupils to lessen the difficulty they encountered in problem

solvin'# Con'ratulations#G % felt happy and satisfied from what % had done#

And also, as % held conversations with my pupil6s they become more confident to answer#

As they write their e(periences, they able to write messa'es such as+

D % find this subect interestin' and enoyable one#G

D han3 you for teachin' us to learn 1ath#G

D % became motivated to strive harder#G% felt 'lad when %6m readin' their reflections and messa'es# %t was worth to treasure, no

matter the odds are# %t is really important to build harmonious relationship between teacher and

students# "ecause the more that they feel trusted and accepted, the more they become confident

with their selves# % can say that %6m able to lessen the difficulties they encountered# % successfully

achieved my 'oals in doin' this research study#

% also realiFed that creativity and fle(ibility of teachers were very si'nificant in an ideal

atmosphere in a class# %nnovative methods and strate'ies are of 'reat impact amon' various types

of learners#


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TABLE I

RECORDS OF THEIR SEAT9ORKS

MATH V SEAT9ORK SET A SEAT9ORK SET B

NAME @ @ @ @ @ T- 0@ @ @ @ @ @ T- 0@

2 ? 0 0 24 0 0 020 0 ? ? 0 22 0 0 ? 0 0 23 0 00 0 0 034 ? 2 - 0 0 0 2@ ? 0 - - 22 0 ? 0 0 2@ 0 0 2 0 00 ? ? 23 0 01 ? - 22 0 0 2 0 - 2@ 0 221 - 0 2 0 0 0222 0 - 0 01 02

20 - 0 2 0 223 ? ? ? 0 224 - ? ? 0 22 0 0 0 012@ - ? ? 21 022 - ? ? 0 0 0 0 0 22 - 2 0 0 0 22 0 2 0 0 0 0 022 0 - 0 0 2 0 0 0 01


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01 ? ? ? ? ? 1 ? 0 0 2402 ? ? ? ? 3 0200 0 0 0 2 0 0 0 2

03 0 0 2 0 0 0204 - 24 0 0 030@ 0 0 - 0 2 20 - 24 0 0 0 20 0 0 02 0 0 20 0 ? 0 24 0 0 0 20 0 ? 23 0 0 0 0 0 0131 - - 0 24 0 0 02

CHAPTER VI

SIGNIFICANCE OF THE STUDY

his research aimed to lessen the difficulty encountered by pupils in problem solvin'#

his research study also 'ive 'reat value to the students, teachers and to the researcher, for this

provides a ready reference concernin' the problem stated#

Fo" t#e St%$ent/ his research is si'nificant because it provides them better

understandin' to overcome the difficulty with re'ards in problem solvin'#

Fo" t#e Te!c#e"# his research provides ideas on how to apply appropriate teachin'D

learnin' techni&ues in such problem# hey can desi'n and plan somethin' for them to cope up

with this situation#

Fo" t#e Ree!"c#e"/ his research 'ives sort of learnin' and e(periences that contributes

to the her development in the field#


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Bi?&io)"!*#'

/# "aroody, A# J# />>M# 7roblem solvin', reasonin' and communicatin', ;DK+ Helpin'

children to thin3 mathematically# :ew @or3+ 1errill#

0/ Cofarelli# 8# and Sheets# C# -..>M# 7roblem posin' and problem solvin'+ A dynamic

connection# School Science and 1athematics, /.>, -0D-0=/

3/ - Cummins# D0=-#

9e?ite

/# www#'oo'le#com

-# www#wi3ipedia#com

# http+))www#te(troad#com)pdf)J"ASR)J#-."asic#-.Appl#-.Sci#-.Res#,

-.-M->-D->-K,-.-./-#pdf

0# http+))wilson#coe#u'a#edu)emtB-)7Ssyn)7ssyn#html
http://www.google.com/http://www.wikipedia.com/http://www.textroad.com/pdf/JBASR/J.%20Basic.%20Appl.%20Sci.%20Res.,%202(3)2923-2928,%202012.pdfhttp://www.textroad.com/pdf/JBASR/J.%20Basic.%20Appl.%20Sci.%20Res.,%202(3)2923-2928,%202012.pdfhttp://jwilson.coe.uga.edu/emt725/PSsyn/Pssyn.htmlhttp://www.wikipedia.com/http://www.textroad.com/pdf/JBASR/J.%20Basic.%20Appl.%20Sci.%20Res.,%202(3)2923-2928,%202012.pdfhttp://www.textroad.com/pdf/JBASR/J.%20Basic.%20Appl.%20Sci.%20Res.,%202(3)2923-2928,%202012.pdfhttp://jwilson.coe.uga.edu/emt725/PSsyn/Pssyn.htmlhttp://www.google.com/


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APPENDICES

PROBLEM SOLVING

he ability to 'o round an obstacle, to underta3e an indirect course where no direct

course presents itself, raises the clever animal above the dull one, raises man far above the most

clever animals, and men of talent above fellow men#G I $eor'e 7olya

7roblem Solvin' Strate'ies+

/#


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# Loo3 for a 7attern I his refers to the search for a consistent pattern of numbers that will

allow for a 'eneraliFation to be made and tested#

=# 1a3e a Simpler 7roblem I his strate'y consists of a brea3in' up a problem into simpler

subDproblems, then rearran'in' these subDproblems to solve the ori'inal problem#

B# Word bac3wards D a3in' note of the steps on the wor3in' bac3ward process#

K# Lo'ical Reasonin' I %t is usually used to solve problems that re&uire little computations

but uses mostly reasonin' in their solutions#

CURRICULUM VITAE

I/ Pe"on!& P"o(i&e

N!+e. SHEREE L! "A!%SA $LR%S

Bi"t#$!'. A!$!S/-, />>-

Bi"t#*&!ce. "r'y# Tarah, San Luis, Aurora

Se.2emale

Ci5i& St!t%. Sin'le


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Citien#i*. 2ilipino

Re&i)ion. Roman Caholic

A$$"e. "r'y# Tarah, San Luis, Aurora

F!t#e". Silvestre "inaday $lorioso

Mot#e". 8ioleta "autista $lorioso

E-+!i& A$$"e. shereelou*ily/-O'mail#com

II/ E$%c!tion!& Att!in+ent.

Te"ti!"'. "achelor of Elementary Education

1ount Carmel Colle'e

"aler, Aurora

June -..> D 1arch -./0

Secon$!"'. 1ount Carmel Hi'h School

San Luis, Aurora

June -.. D 1arch -..>

E&e+ent!"'. Tarah Elementary School

Tarah, San Luis, Aurora

June />>> D 1arch -..

III/ 9o"; E*e"ience.


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/# $overnment %nternship 7ro'ram 7articipant

7rovincial Social Wor3er and


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1CC Covered Court, "aler, Aurora

1arch -./0

action research sheree lou b. glorioso

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