Problems Faced by Students in Solving Math Problems

ACTION RESEARCH PROJECT
“A STUDY OF PROBLEM FACED BY
STUDENTS WHILE SOLVING MATHEMATICS
PROBLEMS”
Researcher
Alamelu.P.Iyer

CHAPTER
1) INTRODUCTION
2) METHODOLOGY AND DESIGN
3) DATA ANALYSIS
4) CONCLUSION SUGGESTION

ACKNOWLEDGEMENT
It is indeed a matter of great pleasure and proud privilege to present this
project report. I owe a great thanks to many people who helped and
supported me during the writing of this project
I would like to express thanks to Principal of R.B.T College of
Education, Dombivli Dr.NAGRAJ RAO sir for providing me opportunity
to conduct this research work and extending his support during my B.Ed.
course.
I’m indebted to my guide Prof.KAVITA JAISWAL madam for her
valuable suggestion and constant encouragement throughout this research
which gave me confidence and deep gratitude and sincere thanks to her.
I would also like to thank my institution, faculty members, librarian, my
friends and my family without whom this project would have been a
distant reality.

1. INTRODUCTION
Mathematics plays a very important role in our daily living. It is a subject
that deals with problems which involve a process of analysis, computation
and other mental skills. Historically, learning mathematics and teaching it
has been motivated by the belief that a study of mathematics helps
individual to learn, to reason and to apply such reasoning to everyday
problems. This matter, Mathematics develops the mind to think critically
and analytically. It is more than counting, measuring, and computing. It is
an eye opener to all sciences. As far as Mathematics instruction is
concerned, the major goal is the involvement of the students in the process
of discovering mathematical ideas and formulating process. One of the
interesting concerns about learning Mathematics is the fact that it develops
the mind to solve problemsthat need higher order thinking skills.
These problems and puzzles induced the curiosity and chalenge the ingenuit
y of individuals.Introducing problem solving into the classroom improves
students, skills and their ability to think creatively, logically and carefully.
Hugar (2011), pointed out the types of things we might think about a
mathematics classroom are equations, procedures, and word problems, but
in learning them, a student needs to master to solve problem. Thus, over the
last couple of decades there has been a move to approach the teaching of
mathematics through problem-solving.
Problem-solving as defined in the dictionary is the thought processes
involved in solving a problem and it is also the area of cognitive psychology
that studies the processes involved in solving problems.
The article onProblem Solving in Mathematics:
A Tool for Cognitive Development from the University of New York,states
that problem solving is
“The process wherein students encounter a problem– a question for which
they have noimmediately apparent resolution, nor an algorithm that they can
directly apply to get ananswer. They must then read the problem carefully,
analyze it for whatever information ithas, and examine their own
mathematical knowledge to see if they can come up with astrategy that will
help them find a solution.

The process forces the reorganization ofexisting ideas and the emergence of
new ones as students work on problems with the helpof a teacher who acts
as a facilitator by asking questions that help studentsto review
theirknowledge and construct new connections. As the new knowledge is
embedded intoexisting cognitive frameworks, the result is an enrichment of
the network of ideasthrough understanding.”
I think this in depthlook at what problem-solving is, is a greatframework
for what the process entails and how the students benefit from
learningmathematics this way.
In spite of the importance of Mathematics, there seems to be growing
reluctanceof the student to go into subject. Many students, despite a good
understanding ofmathematical concepts are inconsistent at analyzing and
computing. They make errors because they misread or carry numbers
incorrectly or may write numerical clearly enoughor in the correct column.
Difficulties in solving problems in Mathematics are evident inside theclass
room. Some students were impeded in their progress in solving the problem
as theydid not comprehend the problem at all. Several students also
committed erroneoussolutions owing to careless computations. Students
sometimes identify an appropriateoperations or sequences of operating but
do not know the procedures necessary to carryout these operations
accurately. Their problem particularly in solving is confounded bythe
difficult terminology. These students have difficulty understanding written
or verbaldirections or explanations and find word problems especially
difficult to translate intomathematical form and inability to use the correct
mathematics.The foregoing gave the interest to the researcher to conduct
the present study dueto the difficulties of the students in problem solving.

1.2.NEED OF A STUDY
Normally we see that students have a fear towards the subject Mathematics.
They are unable to understand the basic concepts of Mathematics and their
technique due to various reasons. The problems that occur in the process
of learning mathematics are relatively less in case of other subjects. Hence,
for common students mathematics becomes a tougher subject and
consequently, they try to avoid it. Problems related to mathematics occur
not only in case of students but also in case of teachers. It is seen that most
of the mathematics teachers are not aware of alternative simple methods of
teaching mathematics and different skills of solving the same problem.
Hence, there is a need to study in detail the problems faced both by students
and teachers in learning and teaching mathematics. So this study has been
conducted with the sole objective of identifying various problems faced by
students and teachers in learning mathematics and solicits suggestive
Measure in favors of those.
Once the causes of difficulties are discovered, then it is probable to
conclude and decide the remedy. The findings of this study provide greater
insights into students’ thinking and difficulties as problem solvers.
Difficulties are not problems to be overcome or evils to be eradicated but
they are simply a part of the mathematical learning process. Thus, no one
can achieve competence in any problem solving without experiencing
difficulties.
The main aim of the study is to investigate students’ ability in solving
fraction word problems. The instrument for the study was a set of
mathematical problems involving fractions which consists of 10 word
problems. One of the observations made from the study is that almost all the
students have poor mathematical communication skills. Thus, the students’
lack of concern for the mathematical syntax, grammar and semantic is a
contributing factor to their difficulty in word problem solving.
Although a lot of research has been carried out relating to students
performance in solving word problems, but there is very little work that has
been done which dealt with mathematics as a language Students’ lack of
exposure in learning the language of mathematics creates countless
difficulties in learning the subject regardless of the level of education they
are in. It is the root of the problem in learning mathematics especially in the
area of word problem solving.

1.3.STATEMENT OF PROBLEM
“A study of problem faced by 7thstd students while solving mathematical
problems”.
1.4. AIMS
“To Study the problem faced by 7thstd. students while solving mathematical
problems.”
1.5. OBJECTIVE
1. To study the problems faced by 7thstd. students while solving
mathematical problems.
2. To find out the causes of problemsfaced by 7thstd. students while solving
mathematical problems.
3. To suggest remedies to overcome the problems faced by 7th std. students
while solving mathematical problems.
1.6.OPERATIONAL DEFINITION
Word problem: “A mathematical problems that is stated in words rather
than in symbols or as an equation.” ___ Mathematics Thesaurus, 2009
Study: “The devotion of time and attention to gaining knowledge of
anacademic subject, especially by means of books.”
Mathematics: “The study of the measurement, relationships, and properties
of quantities and sets, using numbers and symbols.
Arithmetic, algebra, geometry, and calculus are branches of mathematics.”
Mathematics is published by Maharashtra State Board of Secondary and
Higher Secondary Education, Pune based on NCF2005.

1.7. SCOPE AND DELIMITATION OF STUDY
While teaching, the teacher is confronted with several problems for which
he/she does not have any ready-made solutions. In the particular situation a
befitting solution needs to be discovered by the teacher and hence he/she is
led to conduct action research thereon. A classroom teacher in a particular
solution faces such situations innumerable times during his course of
teaching, which is quite different from problems faced by other teachers in
their schools.
Scope of this research is quite broad and it has many dimensions . It deals
with a complete information about subject with which research is related
with people.
 The study is limited to student of std. 7th of MahilaSamiti English
medium , dombivli city.
 The study includes students of State board of Secondary and Higher
Secondary Education.

Chapter 2
METHODOLOGY AND DESIGN
“Research is an art of scientific investigation .It is regarded as a systematic
efforts to gain new knowledge.”
In the broadest sense of the word, the definition of research includes any
gathering of data, information and facts for the advancement of
knowledge.Reading a factual book of any sort is a kind of research. Surfing
the internet or watching the news is also a type of research. Researchers
organize their research by formulating and defining a research problem. This
helps them focus the research process so that they can draw
conclusions reflecting the real world in the best possible way.
Research methodology involves the researcher providing an alternative
hypothesis, a research hypothesis, as an alternate way to explain the
phenomenon.
Aims Of Research:
 Observe and Describe
 Predict
 Determination of the Causes
 Explain
The ultimate aims of research are to generate measurable and testable data,
gradually adding to the accumulation of human knowledge.
Types of research:
 Descriptive Research
 Historical Research
Descriptive researchis conclusive in nature, as opposed to exploratory.
This means that descriptive research gathers quantifiable information that
can be used for statistical inference on your target audience through data
analysis. As a consequence this type of research takes the form of closed-
ended questions, which limits its ability to provide unique insights.
However, used properly it can help an organization better define and
measure the significance of something about a group of respondents and the
population they represent.

Descriptive research has the following characteristics:
 Descriptive research ascertains prevailing conditions of facts in a
group or case under study.
 It gives either a qualitative or quantitative, or both, description of the
general characteristics of the group or case under study.
 What caused the prevailing conditions is not emphasized.
 Study of conditions at different periods of time may be made and the
change or progress that took place between the periods may be noted
or evaluated for any value.
 Comparison of the characteristics of two groups or cases may be made
to determine their similarities and differences.
 The variables or conditions studied in descriptive research are not
usually controlled.
 Descriptive studies, except in case studies, are generally cross-
sectional, that is, it studies the different section belonging to the same
group.
Historical research is the type of research that examines past events or
combinations of events to arrive at an account of what has happened in the
past.
characteristics of historical research :
 It is not a mere accumulation of facts and data or even a portrayal of past
events.
 It is a flowing, vibrant report of past events which involves an analysis
and explanation of these occurrences with the objective of recapturing
the nuances, personalities and ideas that influenced these events.
 Conducting historical research involves the process of collecting and
reading the research material collected and writing the manuscript from
the data collected.
 It deals with discovery of data that already exists and does not involve
creation of data using structured tools.
 It is analytical in that it uses logical induction.
 It has a variety of foci such as issues, events, movements and concepts.
 It records and evaluates the accomplishments of individuals, agencies or
institutions.
This research problem is related to current situation .so researcher
choose descriptive method for research.

2.2. SAMPLE
A sample is a finite part of a statistical population whose properties are
studied to gain information about the whole. When dealing with people, it can
be defined as a set of respondents (people) selected from a larger population
for the purpose of a survey. A population is a group of individual’s persons,
objects, or items from which samples are taken for measurement for example a
population of presidents or professors, books or students.
A simple random sample is obtained by choosing elementary units in such a
way that each unit in the population has an equal chance of being selected.
A simple random sample is free from sampling bias.Researcher choose 30
students as a sample from 7th std. from Mahila Samiti English medium,
Dombivli(E).
30 Students were selected as a sample by random sampling.
2.3. TOOLS OF RESEARCH
The major tools of research in education can be classified broadly into the
following categories.
A. Inquiry forms
 Questionnaire
 Checklist
 Score-card Schedule
 Rating Scale
 Opinionnaire
 Attitude Scale
B. Observation
C. Interview
D. Sociometry
E. Psychological Tests
 Achievement Test
 Aptitude Test
 Intelligence Test
 Interest inventory
 Personality measures etc.

QUESTIONNAIRE
List of a research or survey questions asked to respondents, and designed to
extract specific information.A questionnaire is a form containing a set
of questions. It serves four basic purposes:
(1) collect the appropriate data, (2) make data comparable and amenable
to analysis,
(3) minimize bias in formulating and asking question, and (4) to make
questions engaging and varied.
Purpose : The purpose of the questionnaire is to gather information from
widely scattered sources. It is mostly used in uses in cases where one can
not readily see personally all of the people from whom he desires responses.
It is also used where there is no particular reason to see them personality.
CHARACTERISTICS:
1. The researcher is able to contact large numbers of people quickly, easily and
efficiently using a postal questionnaire (since all he / she has to do is identify
the group that will be targeted and post them the list of questions).
2. Questionnaires are relatively quick and easy to create, code and interpret
(especially if closed questions are used). In addition, the respondent - not the
researcher - does the time-consuming part of completing the questionnaire.
3. A questionnaire is easy to standardise. For example, every respondent is
asked the same question in the same way. The researcher, therefore, can be sure
that everyone in the sample answers exactly the same questions, which makes
this a very reliable method of research.
4. Questionnaires can be used to explore potentially embarrassing areas (such
as sexual and criminal matters) more easily than other methods. The
questionnaire can, for example, be both anonymous and completed in privacy.
This increases the chances of people answering questions honestly because they
are not intimidated by the presence of a researcher.
5. Questions worded simply and clearly, not ambiguous or vague, must be
objective
6.Attractive in appearance (questions spaced out, and neatly arranged)
7.Write a descriptive title for the questionnaire
8.Write an introduction to the questionnaire
9.Order questions in logical sequence

10.Keep questionnaire uncluttered and easy to complete
11.Delicate questions last (especially demographic questions)
12.Design for easy tabulation
13.Design to achieve objectives
14.Define terms
15.Avoid double negatives and avoid loaded questions.
16.Avoid double barreled questions
Advantages of Questionnaire : Questionnaire are economical. In terms
of materials, money and time it can supply a considerable amount of
research data. • It is easier to arrange. • It supplies standardized answers • It
encourages pre-coded answers. • It permits wide coverage. • It helps in
conducting depth study.
Disadvantages : • It is reliable and valid, but slow. • Pre-coding questions
can deter them from answering. • Pre-coded questions can bias the findings
towards the researcher. • Postal questionnaire offer little opportunities to
check the truthfulness of the answers. • It cannot be used with illiterate and
small children. Irrespective of the limitations general consensus goes in
favour of the use of questionnaire. It’s quality should be improved and we
should be restricted to the situations for which it is suited.

Questionnaire prepared by researcher.Final Questionnaire considered of
20questions.
Q1. Teacher gives examples while explaining topics?
Q2. Teacher gives daily life examples while teaching topics?
Q3. Teacher conducts demonstrations in class?
Q4. Is teacher finds any difficulty in solving problems?
Q5. Teacher clears doubts in classroom itself?
Q6. Teacher is loud and clear while teaching?
Q7. Formulas are more difficult to understand in mathematics?
Q8. Teacher uses teaching aids?
Q9. Mathematics is more difficult than other subject?
Q10. Teacher gives word problems to solve at home?
Q11. Does Teacher explain each principles, rules and formulas one by
one?
Q12. Teacher explains Theorem clearly?
Q13. Teacher uses charts and pictures during explanations?
Q14. Teacher takes Revision after chapter?
Q15. Do you like mathematics subject?
Q16. Do you understand what teacher teaches?
Q17. Do you like mathematics teacher?
Q18. Do you like to solve word problems?
Q19. Do teacher uses various techniques while teaching?
Q20. Is mathematics important in today’s life?

CHAPTER 3
DATA ANALYSIS
3.1 INTERPRETATION AND GRAPHICAL REPRESENTATION OF
DATA
Q1. Teachergives examples while explaining topics?
FREQUENCY PERCENTAGE
YES 30 100%
NO NIL -
INTERPRETATION: 100% Students are satisfied with the given
statement that teacher gives examples while explaining topics.
Q2. Teachergives daily life examples while teaching topics?
YES 30 100%
NO NIL -
statement that teacher gives daily life examples while teaching topics.
Q3. Teacherconducts demonstrations in class?
YES 30 100%
NO NIL -
statement that teacher conducts demonstration in the class.
Q4. Is teacherfinds any difficulty in solving problems?
YES 5 17%
NO 25 83%
statement that teacher doesn’tfinds any difficulty in solving problems.

Q5. Teacherclears doubts in classroomitself?
YES 30 100%
NO NIL -
statement that teacher clears doubts in the classroomitself.
Q6. Teacheris loud and clearwhile teaching?
YES 30 100%
NO NIL -
statement that teacher is loud and clear while teaching.
Q7. Formulas are more difficult to understand in mathematics?
YES 8 27%
NO 22 73%
INTERPRETATION: 73% Students are not satisfied with the given
statement that formulas are more difficult to understand in mathematics.
0
20
40
60
80
100
Q1 Q2 Q3 Q4 Q5
YES
NO

Q8. Teacheruses teaching aids?
YES 13 43%
NO 17 57%
statement that teacher uses teaching aids.
Q9. Mathematics is more difficult than other subject?
YES 6 20%
NO 24 80%
statement that Mathematics is more difficult than other subjects.
Q10.Teachergives wordproblems to solve at home?
YES 28 93%
NO 2 7%
statement that teacher gives word problems to solve at home.
0
10
20
30
40
50
60
70
80
90
100
Q6 Q7 Q8 Q9 Q10
YES
NO

Q11.Does Teacherexplain eachprinciples, rules and formulas one by
one?
YES 30 100%
NO NIL -
statement that teacher explains each principles, rules and formulas one by
one.
Q12. Teacherexplains Theorem clearly?
YES 30 100%
NO NIL -
statement that teacher explains theorem clearly.
Q13. Teacheruses charts and pictures during explanations?
YES 30 100%
NO NIL -
statement that teacher uses charts and pictures during explanation.
Q14. Teachertakes Revisionafterchapter?
YES 30 100%
NO NIL -
statement that teacher takes revision after chapter.
Q15. Do you like mathematics subject?
YES 30 100%
NO NIL -
statement that they like mathematics subject

Q16. Do you understand what teacherteaches?
YES 30 100%
NO NIL -
statement that they understand what teacher teaches.
Q17. Do you like mathematics teacher?
YES 30 100%
NO NIL -
statement that they like mathematics teacher.
Q18. Do you like to solve word problems?
YES 22 73%
NO 8 27%
statement that they like to solve word problems.
0
10
20
30
40
50
60
70
80
90
100
Q11 Q12 Q13 Q14 Q15
YES
NO

Q19. Do teacheruses various techniques while teaching?
YES 29 97%
NO 1 3%
statement that teacher uses various techniques while teaching.
Q20. Is mathematics important in today’s life?
YES 30 100%
NO NIL -
statement that mathematics is important in today’s life.
0
10
20
30
40
50
60
70
80
90
100
Q16 Q17 Q18 Q19 Q20
YES
NO

CHAPTER 4
CONCLUSION AND SUGGESTION
The conclusion and suggestion are drawn on basis of interpretation of the
outcomes of questionaries’ conducted in the class. In the light of interpretation of
data the researcher has used all the acre and caution in formulating the hypothesis.
This final step of action research demands critical and logical thinking in
summarizing the findings of the study and compares them with the action
hypothesis formulated.
4.1 CONCLUSION
Students are satisfied with the given statement that teacher gives examples
while explaining topics.
Students are satisfied with the given statement that teacher gives daily life
examples while teaching topics.
Students are satisfied with the given statement that teacher conducts
demonstration in the class.
Students are satisfied with the given statement that teacher doesn’tfinds any
difficulty in solving problems.
Students are satisfied with the given statement that teacher clears doubts in
the classroom itself.
Students are satisfied with the given statement that teacher is loud and clear
while teaching.
Students are not satisfied with the given statement that formulas are more
difficult to understand in mathematics.
Students are not satisfied with the given statement that teacher uses teaching
aids.
Students are not satisfied with the given statement that Mathematics is more
difficult than other subjects.
Students are satisfied with the given statement that teacher gives word
problems to solve at home.
Students are satisfied with the given statement that teacher explains each
principles, rules and formulas one by one.

Students are satisfied with the given statement that teacher explains theorem
clearly.
Students are satisfied with the given statement that teacher uses charts and
pictures during explanation.
Students are satisfied with the given statement that teacher takes revision
after chapter.
Students are satisfied with the given statement that they like mathematics
subject
Students are satisfied with the given statement that they understand what
teacher teaches.
Students are satisfied with the given statement that they like mathematics
teacher.
Students are satisfied with the given statement that they like to solve word
problems.
Students are satisfied with the given statement that teacher uses various
techniques while teaching.
Students are satisfied with the given statement that mathematics is important
in today’s life.

4.2 SUGGESTIONS
A. Suggestions for Students
 Students should give more importance to formula
 They must work hard and practice to solve word problems
 Learn to apply rules,principles and formulas of mathematics
 Learn tables properly
 Habit of practicing sums and doing homework regularly.
B. Suggestions for Parents
 Parents must motivate their wards to use mathematics in their daily
life.
 Parents should encourage child in participation of maths competition.
 Parents should check out their daily works and their home works.
C. Suggestions for Teachers
 Teacher should use various teaching aids
 Teacher must use different ways or method of teaching
 Teacher should clear doubts in classroomitself
 Teacher should give daily life examples while teaching
 Teacher should take revision after teaching topics.

Problems Faced by Students in Solving Math Problems

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