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• W55946093 abstract "Students often struggle with math word problems for a variety of reasons. They have difficulty with vocabulary used, the amount of information given and how to decipher what to do with that information, or how to make the connections from the words to the mathematical skill. For this research, data was from the feedback of two secondary students who used three different types of graphic organizers to work with three different word problems taken from New York State Integrated Algebra Regents exams. The students were given the opportunity to create their own graphic organizer including the sections that they liked and found helpful. It was shown that graphic organizers help the students organize information, but they need to be designed to benefit the individual's needs. Document Type Thesis Degree Name MS in Literacy Education Department Education First Supervisor Martha Murray Subject Categories Education This thesis is available at Fisher Digital Publications: http://fisherpub.sjfc.edu/education_ETD_masters/42 WAYS TO DECODE, DECIPHER, AND APPLY SKILLS TO WORD PROBLEMS 1 | P a g e Decoding, Deciphering, and Applying Skills: Increasing understanding on Mathematical word problems By Brenda Seely Wright Submitted in partial fulfillment of the requirements for the degree M.S. Literacy Education Supervised by Martha Murray School of Arts and Sciences St. John Fisher College August 2010 WAYS TO DECODE, DECIPHER, AND APPLY SKILLS TO WORD PROBLEMS 2 | P a g e Abstract Students often struggle with math word problems for a variety of reasons. They have difficulty with vocabulary used, the amount of information given and how to decipher what to do with that information, or how to make the connections from the words to the mathematical skill. For this research, data was from the feedback of two secondary students who used three different types of graphic organizers to work with three different word problems taken from New York State Integrated Algebra Regents exams. The students were given the opportunity to create their own graphic organizer including the sections that they liked and found helpful. It was shown that graphic organizers help the students organize information, but they need to be designed to benefit the individual‟s needs. WAYS TO DECODE, DECIPHER, AND APPLY SKILLS TO WORD PROBLEMS 3 | P a g e Introduction If you ask a mathematics teacher what the most frequently asked question from students is, you will most likely get the answer of, “When will I ever use this?” In my experience as a teacher of math, a subject for which many students have a strong dislike, I have noticed that there are certain mathematical concepts and skills that give children more difficulty than others. Working with word problems is one of those topics that math students hate; the first sight of a word problem sends students “running for the hills.” Literacy and mathematical skills need to be taught in combination to help students improve their math abilities and their comprehension and reading skills. Getting students to understand mathematics can be a difficult task; trying to get students to understand mathematical word problems is another difficulty. Although students may not realize it, there is a connection between literacy and mathematics. If students are unable to comprehend what they are reading, no matter what subject it is, then they will not be able answer questions successfully. All students have the potential of being successful in math, but for many, because of their mathematical abilities, reading skills, and comprehension skills, they struggle with reading the text and the word problems. Some students may be able to read a word problem without struggling, but do not know what to do with the information given to them. Students also struggle with the idea of “organizing” the information given to them and determining what is necessary or unnecessary information. Students need to have skills and strategies to help them decipher the extra, unnecessary information and the important, necessary information that will help them arrive at the correct answer. When shown the difference between these two pieces of information, students will be able to sift through the problem and pull out what they need in order to make mathematical WAYS TO DECODE, DECIPHER, AND APPLY SKILLS TO WORD PROBLEMS 4 | P a g e decisions on how the problem should be solved. Even something as simple as crossing out the actual words in a word problem to show that they are unnecessary information has the potential of helping a student focus on the task at hand. In order for students to gain a better understanding of word problems, they need to have some sort of strategies to help guide them on the right path for solving a problem. Providing strategies will give the students focus and help them organize their thoughts and ideas. Strategies will help students decipher what is important information, decode the mathematical vocabulary, and apply the mathematical skills that they know. The object is to find ways that allow students to approach a word problem and try it. What will get students to the point of giving themselves a chance to be successful in a word problem and not go “running for the hills” when they see one? Theoretical Framework Zaleta and Ruebel (2008) state in their article titled Exploring Mathematical Concepts in Literature, that “[w]e live in a mathematical world.” They also state that, “[w]e live in a world in which reading is essential” (p 36). With mathematical skills and reading skills, opportunities are more accessible, job and job prospects are more abundant and rewarding, and lives are more fulfilled (Zaleta & Ruebel, 2008). “Using mathematics ... has the potential to improve reading comprehension” (p 37). The only way reading comprehension will be improved upon is by students taking data and turning it into useful knowledge that can be applied to other subjects and their real lives (p 37). One would think that enmeshing math and literacy together on a consistent basis could only increase critical thinking and problem solving. Gee (2001) writes that literacy is a combination of non-formal teaching where hands-on exposure is allowed and formal teaching where material is broken down for better understanding. WAYS TO DECODE, DECIPHER, AND APPLY SKILLS TO WORD PROBLEMS 5 | P a g e Larson and Marsh (2005) claim that literacy is something that is obtained through social interaction. They state that acquiring literacy should not be viewed as a set of rigid steps that you must follow one after another, but instead it is the skills that are taken in through other texts and activities that a culture and the surrounding environment induce on a person that develop literacy. Similar to literacy, mathematical literacy is the ability to “reason, analyze, formulate, and solve problems in a real-world setting” (Martin, 2007, p 29). Lutzer (2005) says that it is the ability to “communicate and understand ideas written in the language of mathematics” (p 6). The only way a student will fully understand a mathematical concept is through exposure to it by formal teaching and shown how to work through a problem. A student must use reasoning to analyze and formulate his or her idea into a cohesive thought through non-formal teaching when they practice on their own. Then, by being able to correctly explain how to do the problem in their own words, either verbally to another person or by writing it down, a student will initiate the comprehension process. With repetitive use of these guidelines, a student can demonstrate his or her mastery of a concept or material. Critical literacy is a crucial part of deciphering and interpreting mathematical word problems. Students need to be able to understand the vocabulary used in a word problem in order to pick out the important information that can be used to correctly answer a question. Teachers, therefore, guide students to become critical thinkers, able to analyze the question that is being asked. Once a student is able to “analyze and evaluate texts” in order to “meaningfully question their origin and purpose” (McLaughlin, 2008, p 95) students are well on their way in mastering word problems. WAYS TO DECODE, DECIPHER, AND APPLY SKILLS TO WORD PROBLEMS 6 | P a g e Not only are students being shown how to complete a word problem, but in the same respect, they are learning the skills of how to understand and interpret future word problems. By incorporating literacy with mathematics, “It not only equips students with the skills to pull mathematical rabbits out of hats, but also challenges students to understand how those rabbits got into the hats in the first place.” (Miller & Koesling, 2009, p 66). Martin (2007) states that the key behind word problems is teaching students to “mathematize” which includes: 1. Starting with a problem whose roots are situated in reality 2. Organizing the information and data according to mathematical concepts 3. Transforming a real-world, concrete application to an abstract problem whose roots are situated in mathematics 4. Solving the mathematical problem 5. Reflecting back from the mathematical solution to the real-world situation to determine whether the answer makes sense. (p 29) By showing students how to decipher mathematical word problems, the intent is that they will see the connection between math, reading, comprehension, and the English classroom. The skills that a student learns in English carry through all the other subjects. Math being one of those subjects, students need to realize that they are always reading and always need to be thinking about what they read. The world is full of numbers and letters whether we realize it or not; students need to know how to decipher, decode, and apply the skills that they have both in and outside of the classroom." @default.
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