Assignment | Inquiry Project Written Report
Added on 2022-10-06
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Running head: INQUIRY PROJECT WRITTEN REPORT
INQUIRY PROJECT WRITTEN REPORT
Name of the student
Name of the university
Author’s name
INQUIRY PROJECT WRITTEN REPORT
Name of the student
Name of the university
Author’s name
INQUIRY PROJECT WRITTEN REPORT
Introduction
The current global economy has dramatically increased competition for highly qualified
jobs. Therefore, the notion of training for early mathematics education has assumed a national
importance for all students, including those with intellectual or mathematics difficulties. The
raised Core State Standards for Mathematics show the rising standards of mathematics learning
and education. Students are expected
to build expertise at every level, including quantitative calculation and data analysis, in all areas
of mathematics (Nsf.gov, 2019). Problem solving opens up a new frontier of mathematical
thinking for kids and gives them the opportunity to understand mathematics. Therefore, problem
solving capabilities are an important tool for testing critical reasoning in children. The resolution
of numerical word problems helps children to connect logical and mathematical understanding.
Such relations can be easily identified and built by problem solving (Artut, 2015). Teachers,
parents and others who work with young children may be influential in the development,
promotion and training of problem-solving skills. Although some children develop problem
solving skills from learning and practice, they are not so readily acquired by children with
developmental delays and other conditions and need concerted training (Fettig, Schultz &
Ostrosky, 2016).
Introduction
The current global economy has dramatically increased competition for highly qualified
jobs. Therefore, the notion of training for early mathematics education has assumed a national
importance for all students, including those with intellectual or mathematics difficulties. The
raised Core State Standards for Mathematics show the rising standards of mathematics learning
and education. Students are expected
to build expertise at every level, including quantitative calculation and data analysis, in all areas
of mathematics (Nsf.gov, 2019). Problem solving opens up a new frontier of mathematical
thinking for kids and gives them the opportunity to understand mathematics. Therefore, problem
solving capabilities are an important tool for testing critical reasoning in children. The resolution
of numerical word problems helps children to connect logical and mathematical understanding.
Such relations can be easily identified and built by problem solving (Artut, 2015). Teachers,
parents and others who work with young children may be influential in the development,
promotion and training of problem-solving skills. Although some children develop problem
solving skills from learning and practice, they are not so readily acquired by children with
developmental delays and other conditions and need concerted training (Fettig, Schultz &
Ostrosky, 2016).
INQUIRY PROJECT WRITTEN REPORT
Literature Review
Preschool children’s mathematical problem solving skills:
The study by Artut (2015), was conducted to determine mathematical problem solving
skills of the preschool children of 5-6 years of age. Data were collected from 4 preschools to
conduct this study. A mathematical word problem was given to the students to investigate their
problem solving skills in which student’s skills in solving mathematical word problem was found
to be at a medium level. However, when the children were given to do problem with unknown
results, they were found to do better. It was found from the study that the most difficult problem
for the children were from the compare category. The children’s achievement was found to be at
much higher when they were addressed with “you language” in Turkish. However, gender was
an inefficient variable in this case. It was also found from the study that the achievements of the
children were significantly increased with their increasing age.
The sample chosen for the study was children in the age of 5-6 years and they were
divided into three groups in accordance to months. The problem solving skills were accessed and
analyzed. A total of 162 children were included in the study. Since, one of the main objective or
purpose of the study was to determine whether the method of presenting problems in the class
affects performance of the students, children of 67-70 months old children were mostly girls and
the number of boys and girls were almost equal.
In order to conduct a detailed interview, 16 children were included out of a total of 162
children from different levels of achievements who were chosen by their teachers. A total of 5
children were chosen from a mid-level and another 5 children were chosen from a higher level.
Literature Review
Preschool children’s mathematical problem solving skills:
The study by Artut (2015), was conducted to determine mathematical problem solving
skills of the preschool children of 5-6 years of age. Data were collected from 4 preschools to
conduct this study. A mathematical word problem was given to the students to investigate their
problem solving skills in which student’s skills in solving mathematical word problem was found
to be at a medium level. However, when the children were given to do problem with unknown
results, they were found to do better. It was found from the study that the most difficult problem
for the children were from the compare category. The children’s achievement was found to be at
much higher when they were addressed with “you language” in Turkish. However, gender was
an inefficient variable in this case. It was also found from the study that the achievements of the
children were significantly increased with their increasing age.
The sample chosen for the study was children in the age of 5-6 years and they were
divided into three groups in accordance to months. The problem solving skills were accessed and
analyzed. A total of 162 children were included in the study. Since, one of the main objective or
purpose of the study was to determine whether the method of presenting problems in the class
affects performance of the students, children of 67-70 months old children were mostly girls and
the number of boys and girls were almost equal.
In order to conduct a detailed interview, 16 children were included out of a total of 162
children from different levels of achievements who were chosen by their teachers. A total of 5
children were chosen from a mid-level and another 5 children were chosen from a higher level.
INQUIRY PROJECT WRITTEN REPORT
Data were collected by using word mathematical problem that acted as a tool. The
problem test was arranged by the researcher by referring to the relevant literatures and
incorporating all the problem categories. The problem solving test was presented to 5 experts
from mathematics filed and also 3 preschool teachers for obtaining their feedback. He test was
further revised to integrate their feedbacks and comments and then was finalized.
The data was collected in two phases where children were interviewed individually in
empty classrooms. While conducting interviews, there were some objects available for children
to solve mathematical problems which included beans and blocks. Before interviewing the
children, a short induction speech was given for helping them understand the procedure.
The study has investigated mathematical problem solving skills for 60-78 month old
preschool children. The study findings show that the achievement of the children was related to
word mathematical problem skills at a medium level. The research findings show indicate the
process of presenting problems which help the children guide to right answers.
Therefore, it was concluded that the academic achievement of children 60-78 months old
was in medium level for solving word mathematical problems which was based on addition and
subtraction. They were found to perform better at result unknown problems, while they were
having difficulty with initial-unknown problems. The children were found to experience the
greatest difficulty when given with comparing problems. Although, gender did not have any
effect on the children’s problem-solving levels, however, age was found to be influential. With
growing age of the children, their achievements were found to be increasing (Artut, 2015).
Data were collected by using word mathematical problem that acted as a tool. The
problem test was arranged by the researcher by referring to the relevant literatures and
incorporating all the problem categories. The problem solving test was presented to 5 experts
from mathematics filed and also 3 preschool teachers for obtaining their feedback. He test was
further revised to integrate their feedbacks and comments and then was finalized.
The data was collected in two phases where children were interviewed individually in
empty classrooms. While conducting interviews, there were some objects available for children
to solve mathematical problems which included beans and blocks. Before interviewing the
children, a short induction speech was given for helping them understand the procedure.
The study has investigated mathematical problem solving skills for 60-78 month old
preschool children. The study findings show that the achievement of the children was related to
word mathematical problem skills at a medium level. The research findings show indicate the
process of presenting problems which help the children guide to right answers.
Therefore, it was concluded that the academic achievement of children 60-78 months old
was in medium level for solving word mathematical problems which was based on addition and
subtraction. They were found to perform better at result unknown problems, while they were
having difficulty with initial-unknown problems. The children were found to experience the
greatest difficulty when given with comparing problems. Although, gender did not have any
effect on the children’s problem-solving levels, however, age was found to be influential. With
growing age of the children, their achievements were found to be increasing (Artut, 2015).
INQUIRY PROJECT WRITTEN REPORT
Mathematical problem solving skills of elementary school students:
The study by Tarım (2017), was conducted to investigate addition and subtraction based
mathematical problem solving skills for children from the primary school to identify the
questions that are asked in their course book. A form was handed to the students with problem
types to 158 third year students. Additionally, 6 mathematics books were analyzed by document
analysis. The results indicated that the students were facing difficulties initially in unknown
addition and subtraction problems and also in the compare problems. It was found out that these
types of unknown addition and subtraction based word problems were frequently used in the
mathematics and students’ course books which were prepared by the Ministry of National
Education. The book was observed to have a very few compare problems.
Textbooks are so central to teaching that what educators do is strongly influenced by
using textbooks. Much more likely the educator will have math lessons that relate important
concepts of mathematics to context that include students. Consequently, the nature of word
problems in textbooks, the numbers used in these problems and the types of problems presented
to students in textbooks have significant effects on their establishment of relational relationships
between operations. This study's aim is twofold: one is to assess student success on addition and
subtraction-based mathematical word problems. The other is to analyze whether the textbooks
for elementary school mathematics include the basic word problems representing different
definitions of addition and subtraction correctly.
The research was conducted by using quantitative data which were obtained through
document descriptive survey model to find the mathematical word problems at which the
students are successful. In this study, quantitative information were obtained through a
Mathematical problem solving skills of elementary school students:
The study by Tarım (2017), was conducted to investigate addition and subtraction based
mathematical problem solving skills for children from the primary school to identify the
questions that are asked in their course book. A form was handed to the students with problem
types to 158 third year students. Additionally, 6 mathematics books were analyzed by document
analysis. The results indicated that the students were facing difficulties initially in unknown
addition and subtraction problems and also in the compare problems. It was found out that these
types of unknown addition and subtraction based word problems were frequently used in the
mathematics and students’ course books which were prepared by the Ministry of National
Education. The book was observed to have a very few compare problems.
Textbooks are so central to teaching that what educators do is strongly influenced by
using textbooks. Much more likely the educator will have math lessons that relate important
concepts of mathematics to context that include students. Consequently, the nature of word
problems in textbooks, the numbers used in these problems and the types of problems presented
to students in textbooks have significant effects on their establishment of relational relationships
between operations. This study's aim is twofold: one is to assess student success on addition and
subtraction-based mathematical word problems. The other is to analyze whether the textbooks
for elementary school mathematics include the basic word problems representing different
definitions of addition and subtraction correctly.
The research was conducted by using quantitative data which were obtained through
document descriptive survey model to find the mathematical word problems at which the
students are successful. In this study, quantitative information were obtained through a
INQUIRY PROJECT WRITTEN REPORT
comprehensive questionnaire system to figure out where mathematical word problems were
popular and qualitative data was obtained via record evaluation approach to evaluate the
distribution of the types of word problems posed to students throughout mathematics textbooks
and workbooks. Therefore, a mixed method was used in the study.
The study was conducted with 3rd grade students attending 3 elementary schools in Adana, a
metropolis in southern Turkey, covering small, middle and high socio-economic levels. The
research involved 158 participants. It was reported that 45 of them were low socioeconomic, 62
of them were middle socioeconomic, and 51 of them were medium socioeconomic.
The quantitative data in the study consisted of 13 problems with each category and its
subcategories on addition and subtraction word problems. The problems have been planned and
developed by the author and consisted of word problems regarding adding and subtracting
category. The study showed that in contrast with other forms, students had difficulty with initial-
unknown problems of addition and subtraction and comparable issues. In addition word
problems focused on addition and subtraction were mostly used with unclear outcomes, while
problems of reference are rarely used in mathematics textbooks and workbooks of elementary
school (Tarım, 2017).
Teaching or instruction strategies for a better learning outcome of the students:
The study by Powell and Fuchs (2018), suggests that although, general as well as special
education teachers teach word problems by defining problems and guiding students with a single
operation. However, this approach discourages learning mathematics and often produces
incorrect or improper answers. Therefore, the article focuses on two practices that are emerged
from the current evidences specially for instructing word problem solving that includes attack
comprehensive questionnaire system to figure out where mathematical word problems were
popular and qualitative data was obtained via record evaluation approach to evaluate the
distribution of the types of word problems posed to students throughout mathematics textbooks
and workbooks. Therefore, a mixed method was used in the study.
The study was conducted with 3rd grade students attending 3 elementary schools in Adana, a
metropolis in southern Turkey, covering small, middle and high socio-economic levels. The
research involved 158 participants. It was reported that 45 of them were low socioeconomic, 62
of them were middle socioeconomic, and 51 of them were medium socioeconomic.
The quantitative data in the study consisted of 13 problems with each category and its
subcategories on addition and subtraction word problems. The problems have been planned and
developed by the author and consisted of word problems regarding adding and subtracting
category. The study showed that in contrast with other forms, students had difficulty with initial-
unknown problems of addition and subtraction and comparable issues. In addition word
problems focused on addition and subtraction were mostly used with unclear outcomes, while
problems of reference are rarely used in mathematics textbooks and workbooks of elementary
school (Tarım, 2017).
Teaching or instruction strategies for a better learning outcome of the students:
The study by Powell and Fuchs (2018), suggests that although, general as well as special
education teachers teach word problems by defining problems and guiding students with a single
operation. However, this approach discourages learning mathematics and often produces
incorrect or improper answers. Therefore, the article focuses on two practices that are emerged
from the current evidences specially for instructing word problem solving that includes attack
INQUIRY PROJECT WRITTEN REPORT
strategy and schema instruction. Students use a set of easy-to-remember guidelines to direct their
approach to solving word problems. A beneficial method for attack covers systems and grades of
rank. A successful method for attack covers schemes and levels. Researchers have found that the
use of an attack strategy by students is successful in improving the performance of word
problems (Fuchs et al., 2014). Students read the question during this process, define the problem
and decide the central idea of the problem. An attack strategy is necessary and this step is
ignored by many students. Students may haphazardly pick numbers from the word issue and
focus on key words to describe an action. Schema instruction is a demonstrably effective training
method for students with through levels to facilitate better word-problem quality. Although
identifying word problems by key words or procedure has no research to support use for learning
disabled learners, schema instruction has a strong research base (Powell and Fuchs, 2018).
Methodology
3.1 Action research
In order to get the source of the data, a questionnaire/survey was designed for the teachers and
students which were used as a source of data. Pre and post test questions are given to the leaner
used to detect the different attitude possessed by the learners regarding different teaching criteria
and the subject. While teaching mathematics to the children of grade 2, the language and words
used were much easier to comprehend, considering the student’s age. Activity with ye catching
colors and big letters are given in order for the students to understand and read them with
interest. The vocabulary used for them can be fewer, take away, left, eight, less, more, minus,
addition, change, total, more, altogether, sum and others like this.
strategy and schema instruction. Students use a set of easy-to-remember guidelines to direct their
approach to solving word problems. A beneficial method for attack covers systems and grades of
rank. A successful method for attack covers schemes and levels. Researchers have found that the
use of an attack strategy by students is successful in improving the performance of word
problems (Fuchs et al., 2014). Students read the question during this process, define the problem
and decide the central idea of the problem. An attack strategy is necessary and this step is
ignored by many students. Students may haphazardly pick numbers from the word issue and
focus on key words to describe an action. Schema instruction is a demonstrably effective training
method for students with through levels to facilitate better word-problem quality. Although
identifying word problems by key words or procedure has no research to support use for learning
disabled learners, schema instruction has a strong research base (Powell and Fuchs, 2018).
Methodology
3.1 Action research
In order to get the source of the data, a questionnaire/survey was designed for the teachers and
students which were used as a source of data. Pre and post test questions are given to the leaner
used to detect the different attitude possessed by the learners regarding different teaching criteria
and the subject. While teaching mathematics to the children of grade 2, the language and words
used were much easier to comprehend, considering the student’s age. Activity with ye catching
colors and big letters are given in order for the students to understand and read them with
interest. The vocabulary used for them can be fewer, take away, left, eight, less, more, minus,
addition, change, total, more, altogether, sum and others like this.
INQUIRY PROJECT WRITTEN REPORT
The questions that can be asked to the children are:
You have 15 chocolates. From there, I have taken 6 chocolates and gave it to your friend.
How much are you left with?
A red nag contains 12 red balls, a blue bag contains 14 blue balls and a green bag
contains 21 green. I want to take all the balls out of the bags and count. How many balls
are there altogether?
There are 25 children playing on the ground. 16 of them are wearing cap. Find out the
number of children with no caps.
What is the total number of animals is present altogether in the zoo when the number of
elephants is 3, tiger are 4, and lion are 2 crocodile are 6?
A formative and summative assessment for the classroom teacher and the student designed and
used as a source of the data used in the study.
Case study
The purpose and specific research questions for this case study are:
The purpose of this research is to find appropriate strategies, and activities to develop students’
abilities to solve word problem in mathematics.
3.3 Research questions
The research questions are:
Question 1: What are the key causes of poor performance and inability of students to solve
mathematical word problems?
The questions that can be asked to the children are:
You have 15 chocolates. From there, I have taken 6 chocolates and gave it to your friend.
How much are you left with?
A red nag contains 12 red balls, a blue bag contains 14 blue balls and a green bag
contains 21 green. I want to take all the balls out of the bags and count. How many balls
are there altogether?
There are 25 children playing on the ground. 16 of them are wearing cap. Find out the
number of children with no caps.
What is the total number of animals is present altogether in the zoo when the number of
elephants is 3, tiger are 4, and lion are 2 crocodile are 6?
A formative and summative assessment for the classroom teacher and the student designed and
used as a source of the data used in the study.
Case study
The purpose and specific research questions for this case study are:
The purpose of this research is to find appropriate strategies, and activities to develop students’
abilities to solve word problem in mathematics.
3.3 Research questions
The research questions are:
Question 1: What are the key causes of poor performance and inability of students to solve
mathematical word problems?
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