Helping students in word problem solving : an action research project with fifth graders

Abstract

The aim of this project was to improve my teaching methods so as to help my students succeed in word problem solving. The study was conducted in a boys' school and it involved three mixed ability Year 5 classes (9/10 year olds). l implemented an instructional programme whose design was influenced by three research studies, namely Jitendra's (2002) Schema Based Instruction, van Garderen's (2006) Diagrammatic Instruction and Montague's (2006) Cognitive/Metacognitive Strategy Instruction. I developed a theoretical framework based on the belief that word problem · solving depends upon cognition, metacognition and affect. Then, I designed a set of instructional activities which could help my students develop strategies related to the three aforementioned variables. This I combined with a 5-step strategy routine which students had to use when dealing with word problems. Students' abilities in word problem solving were assessed prior to the programme through a word problem solving strategy test and a persistence and strategies questionnaire. During the implementation of the programme I collected fieldnotes based on classroom observations and discussions, consultations with four critical friends and sampling of students' workings. At the end of the programme, the students were again set the above-mentioned test and questionnaire so that I· could compare their· performances before and after the implementation, hence evaluating the programme's influence on the students' ability to solve problems. The findings were further supported through a set of interviews which were conducted with nine students who ranged from weak to good problem solvers. The results and responses, together with the evidence collected throughout the implementation of the programme indicated that the majority of the students did in fact improve in their approach to word problem solving.