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Model method : primary three pupils' ability to use models for representing and solving word problems
Author
Poh, Bee Kwang
Supervisor
Lim-Teo, Suat Khoh
Abstract
Model drawing is a unique problem-solving tool introduced to Singapore's primary school children more than two decades ago. It takes the place of symbolic algebra in these early school years. Pictorial in nature, its proponents have faith that it helps pupils plan the solution steps for word problems and believe its usefulness to problem-solving to be comparable to symbolic algebra's. However it is much less abstract and brings other benefits like developing algebraic thinking and greater insights. It could also have been the factor that helped Singapore children do well in international comparative studies. However its value is not sufficiently appreciated. Some lower primary pupils appear to have difficulty using models even though they can solve the problem while others cannot even solve simple word problems.
This study sought to find out pupils' understanding of models as well as their inclination and ability to use them to solve word problems. Written tests were administered to the beginning primary three pupils of a high performing primary school that, for the past three years, has achieved 60-65% distinctions for mathematics in the Primary School Leaving Examinations (national average distinction rate is about 43-44%). The study found more than half of them did not use models to solve word problems. Some had alternative means and saw no need to use models. Others had gaps in their understanding that hindered their ability to solve the problems or use the models. Possible gaps include difficulty in (a) understanding the problem, especially those expressed in inconsistent language, (b) using the model to determine the solution steps, (c) deciding what the correct model should be. Some pupils in this study also showed lack of understanding of the syntax of mathematical language. Errors were examined and recommendations made to help enhance the teaching of model drawing so as to improve the mathematical problem solving skills of primary pupils.
This study sought to find out pupils' understanding of models as well as their inclination and ability to use them to solve word problems. Written tests were administered to the beginning primary three pupils of a high performing primary school that, for the past three years, has achieved 60-65% distinctions for mathematics in the Primary School Leaving Examinations (national average distinction rate is about 43-44%). The study found more than half of them did not use models to solve word problems. Some had alternative means and saw no need to use models. Others had gaps in their understanding that hindered their ability to solve the problems or use the models. Possible gaps include difficulty in (a) understanding the problem, especially those expressed in inconsistent language, (b) using the model to determine the solution steps, (c) deciding what the correct model should be. Some pupils in this study also showed lack of understanding of the syntax of mathematical language. Errors were examined and recommendations made to help enhance the teaching of model drawing so as to improve the mathematical problem solving skills of primary pupils.
Date Issued
2007
Call Number
QA63 Poh
Date Submitted
2007