The grasping process in problem solving of selected high school students

Ten fourth year high school students were asked to make a written translation and solution to ten non-routine word problems. The same students were interviewed to enable them to explain their understanding about the word problems and their solutions. The students quality of grasping was investigated...

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Main Author: Natividad, Tita Salcedo
Format: text
Language:English
Published: Animo Repository 2003
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Online Access:https://animorepository.dlsu.edu.ph/etd_masteral/3747
https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10585/viewcontent/CDTG004520_P.pdf
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Institution: De La Salle University
Language: English
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spelling oai:animorepository.dlsu.edu.ph:etd_masteral-105852022-05-24T02:20:39Z The grasping process in problem solving of selected high school students Natividad, Tita Salcedo Ten fourth year high school students were asked to make a written translation and solution to ten non-routine word problems. The same students were interviewed to enable them to explain their understanding about the word problems and their solutions. The students quality of grasping was investigated based on the written translation and solution strategy. The quality of grasping demonstrated by the students was classified as grasping with understanding, incomplete grasping, and prothetic grasping. Questions asked during the interview focused on the first phase of problem solving which is understanding the problem or what is known as the grasping process. The quality of grasping based on the translation of the problem was generally consistent with the quality of grasping based on the solution strategy of the student-participants in this study. Students experience difficulty in mathematics, particularly in solving word problems because of poor language comprehension. This is true even among students with average to superior grasping ability and these difficulty is experienced in greater magnitudes and with greater frequency by students with poor to below-average grasping ability. This study recommends the following: that problem solving instruction should focus on the grasping process, even if it means using the first language or dialect in building math concepts, that teachers should design contextual problems with a readability suited to the reading ability of the students, and for reading and writing to be part of mathematics instruction to train students to use language as a tool rather than as a barrier to problem solving. 2003-01-01T08:00:00Z text application/pdf https://animorepository.dlsu.edu.ph/etd_masteral/3747 https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10585/viewcontent/CDTG004520_P.pdf Master's Theses English Animo Repository Problem solving--Juvenile literature Problem solving Mathematics
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
language English
topic Problem solving--Juvenile literature
Problem solving
Mathematics
spellingShingle Problem solving--Juvenile literature
Problem solving
Mathematics
Natividad, Tita Salcedo
The grasping process in problem solving of selected high school students
description Ten fourth year high school students were asked to make a written translation and solution to ten non-routine word problems. The same students were interviewed to enable them to explain their understanding about the word problems and their solutions. The students quality of grasping was investigated based on the written translation and solution strategy. The quality of grasping demonstrated by the students was classified as grasping with understanding, incomplete grasping, and prothetic grasping. Questions asked during the interview focused on the first phase of problem solving which is understanding the problem or what is known as the grasping process. The quality of grasping based on the translation of the problem was generally consistent with the quality of grasping based on the solution strategy of the student-participants in this study. Students experience difficulty in mathematics, particularly in solving word problems because of poor language comprehension. This is true even among students with average to superior grasping ability and these difficulty is experienced in greater magnitudes and with greater frequency by students with poor to below-average grasping ability. This study recommends the following: that problem solving instruction should focus on the grasping process, even if it means using the first language or dialect in building math concepts, that teachers should design contextual problems with a readability suited to the reading ability of the students, and for reading and writing to be part of mathematics instruction to train students to use language as a tool rather than as a barrier to problem solving.
format text
author Natividad, Tita Salcedo
author_facet Natividad, Tita Salcedo
author_sort Natividad, Tita Salcedo
title The grasping process in problem solving of selected high school students
title_short The grasping process in problem solving of selected high school students
title_full The grasping process in problem solving of selected high school students
title_fullStr The grasping process in problem solving of selected high school students
title_full_unstemmed The grasping process in problem solving of selected high school students
title_sort grasping process in problem solving of selected high school students
publisher Animo Repository
publishDate 2003
url https://animorepository.dlsu.edu.ph/etd_masteral/3747
https://animorepository.dlsu.edu.ph/context/etd_masteral/article/10585/viewcontent/CDTG004520_P.pdf
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