City of Manila

Universidad De Manila
One Mehan Gardens, Manila, Philippines 1000

COLLEGE OF EDUCATION

Difficulty in Translating Mathematical Phrases

to Algebraic Expression of Grade 8 students of
Jose Abad Santos High School

An Undergraduate Thesis

Presented to the College of Education Universidad De Manila

In partial fulfillment for the requirements of

Bachelor of Secondary Education Major in Mathematics

Submitted by:

Diolola, Diane Angela A.

Libarios, Joshua L.
Lipalam, Line Rose P.
Mahinay, Sheryl Ann T.

S.Y. 2018-2019
 City of Manila
Universidad De Manila
One Mehan Gardens, Manila, Philippines 1000

COLLEGE OF EDUCATION

ACKNOWLEDGEMENT

The researchers gratefully acknowledge the valuable support and assistance of

several persons who helped in the several persons who helped in the several preparations

and completion of this study with sincere appreciation.

Professor Regin Carlos F. Tambo-ong, the researchers’ adviser, for his

intelligent support, patience, academic guidance, advice and his insights that gave

direction in this study.

Mr. Willie C. Delmo, Ms. Ma. Famelyn F. Datu-on for validating the

questionnaire that was used in this study.

Professor Jose M. De Leon, Mr. Genaro E. Getigan, Mr. Ranier C. Ruiz and

Mr. Alistair B. Selorio the panellists who shared their ideas and gave meticulous

corrections in every part of this study.

To the grade 8 students of Jose Abad Santos High School who lend some of their

time to answer the questionnaire appropriately and honestly.

To the friends and family of the researchers and our section ED-42, who gave not

only moral support but also extend their hands for the completion of this thesis.

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DEDICATION

The entire study would not be possible without the help of the following

people who keeps on motivating us in times of unexpected disappointments and

circumstances. This research study was dedicated to:

Our beloved family, who always sacrifice for our needs, guides and

supports our path in life.

Our teachers and professors who were spend their time to help us to

analyse and interpret this research study.

And to our almighty god that gave us strength and perseverance to

accomplish the research study.

BY: The Researchers

D. A. A. D

J. L. L.

L. R. P. L

S. A. T. M.

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THESIS ABSTRACT

Title: The Difficulty in Translating Mathematical Phrases to Algebraic

Expression of Grade 8 Students of Jose Abad Santos High School

Researchers: Diolola, Diane Angela A.

Libarios, Joshua L.

Lipalam, Line Rose P.

Mahinay, Sheryl Ann T.

Thesis Adviser: Mr. Regin Catlos F. Tambo-ong

Degree Granted: Bachelor of Secondary Education Major in Mathematics

Date of Graduation: June 2020

Bardillon Jr. cited Yared (2003) that the ability to mathematize expression

is the most directly linked with success in problem solving. Word problems are a

combination of numbers and words in which students apply mathematics

instruction in the context of problem solving (Pfannenstiel, Bryant, Bryant, &

Porterfield, 2015). According to Gooding (2009), children’s poor performance

with mathematical word problems is a trend and it is vital to look at the causes of

these difficulties, so that their teachers can help them overcome these hurdles.

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Barwell (2011), purports there must be an open approach to word problems for

students who find it difficult. . This approach will enable learners to become more

effective readers and problem solvers by engaging students in understanding,

mathematizing, analyzing, and communicating in the problem.We discussed the

various elements of the research process. It presented and described the research

design, the locale of the study, samples and sampling technique, respondents of

the study, the research instrument, respondents of the study, the research

instrument, data gathering procedure and the statistical treatment.

This research analysed the comprehension difficulties of sophomore

students from Jose Abad Santos High School. Forty four (44) students of grade

eight (8) were asked to a survey to mathematize random mathematical phrases

and clauses that involved the four arithmetic operations, found out that 46.39% of

the students in Grade 8 in Jose Abad Santos high School perform well during the

said test we conducted to them.

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Table of Contents
Title Page Page

Approval Sheet ………………………………………………………………..i

Acknowledgement ……………………………………………………………ii

Dedication …………………………………………………………………….iii

Abstract ……………………………………………………………………….iv

Table of Content ……………………………………………………………..

List of Table …………………………………………………………………

Chapter I – Introduction………..………………………………………………. 1

Background of the Study……………………………….…...………………....2

Statement of the Problem…………………………………………......….…....3

Hypothesis………………………………………...……………...….……...…4

Scope and Delimitation………………………………………......………..….5

Significance of Study………………………………………………….…...…5

Chapter II – Theoretical Framework

Review of Related Literature and Studies………………………..….……7

Theoretical Framework…………………………………………………….13

Conceptual Paradigm ….……………………………………………...……16

Definition of Terms……………………………………………...…...…….17

Chapter III – Methodology

Research Method…………………………………………………......…….19

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Locale of the Study……………………………………………...….….……20

Sample and Sampling Techniques……………………………….………….20

Research Instrument……………………………………………..…...……...21

Data Gathering and Procedure…………………………………...…..………22

Statistical Treatment………………………………………………………….23

Chapter IV – Results and Discussion ………………………………….....…...25

Chapter V – Summary of Findings, Conclusions and Recommendations

Summary of Findings………………………..………………...……………….35

Conclusions……………………….…………………………………………….37

Recommendations…...……………………………………………………........38

Appendices …………………………………………………………………… 57

Appendix A (Letter) ………………………………………………… 58-59

Appendix B (Validation letter) …………………………………….. .60-65

Appendix C (Table of Specification)…………………………………66-67

Appendix D (Test Questionnaire)…………………………………….68-73

Appendix E (Minutes of the Meeting)………………………………..74-78

Appendix F (Vicinity Map) ………………………………………….79-80

Appendix G (Formula) ……………………………………………..81-83

Appendix H (Computation) …………………………………………84-85

Bibliography ………………………………………………………………..86-87

Curriculum Vitae …………………………………………………………..88-92

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CHAPTER I

Problem and It’s Background

INTRODUCTION

Word problems are an integral part of the Mathematics curricula.

However, children face difficulties in solving mathematical word problems as

most of the time they do not comprehend the wording of the problem. In Pakistan,

children are often overwhelmed by Word Problems (WPs) not because they

cannot solve these but because they do not comprehend the problem statement

due to a language barrier. As a result they often wait for the teacher to solve the

question in numerical form; otherwise students tend to rely on key words or

misinterpret the problem statement and come up with the wrong answer

themselves. The interpretation of a problem statement becomes more crucial to

understand in the context of developing countries where English is taught as a

second or a foreign language and the medium of instruction is bilingual or even

multilingual. For instance, competence in the language which is used as a tool in

the classroom for communication becomes a prerequisite for English Language

Learners (ELLs). Many studies (e.g. Abedi & Lord, 2001; Bernardo, 2002; have

shown that pupils’ failure on WPs is due to a lack of linguistic knowledge. with

students for whom English was a second language concluded that learners

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experience a disadvantage of between 10-15% in Mathematics as a result of

language difficulties. Similar results were found in other ELL and English as a

Second Language (ESL) contexts including Pakistan (e.g. Halai , 2001;

Jamaluddin, 1999; Khan, 2009)

The mathematical language that we use (symbols, pictures, words, and

numbers) is sometimes unique (only used by mathematicians) or is taken from

everyday language and turned into something else” (Kotsopoulos, 2007, p.

302).Therefore, the task of comprehending word problems is critical and

represents the threshold to successful solutions (Valentin & Sam, 2004).A word

problem is a problem designed to help students apply mathematics concepts to

real life situations. Word problems are a combination of numbers and words in

which students apply mathematics instruction in the context of problem solving

(Pfannenstiel, Bryant, Bryant, & Porterfield, 2015)

According to Gooding (2009), children’s poor performance with

mathematical word problems is a trend and it is vital to look at the causes of these

difficulties, so that their teachers can help them overcome these hurdles. Barwell

(2011), purports there must be an open approach to word problems for students

who find it difficult. This approach will enable learners to become more effective

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readers and problem solvers by engaging students in understanding,

mathematizing, analyzing, and communicating in the problem.

A word problem is a problem designed to help students apply mathematics

concepts to real life situations. According to Lai (2015), problem solving is a

cognitive process directed to achieve a goal when no obvious solution method is

available to the problem solver. Some children find it difficult to solve word

problems presented in a paragraph. It is easier for them if the problem is presented

in numbers or a certain equation; therefore, they need to develop a full

understanding of the problem before they attempt to solve it (Swanson, Orosco, &

Lussier, 2014). Gooding (2009), suggests through continuous practice, learners

can acquire a lot of skills and knowledge of which strategy to use in each

scenario.

The researchers conduct this study to give some solutions regarding about

the difficulties of students in solving mathematical word problems and our study

can be one of the factors of it and it’s the translating mathematical word problems

to algebraic expression. The researchers understand that solving word problems is

such a difficult task especially to those students who didn’t really like math at the

first place.

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BACKGROUND OF THE STUDY

It has been observed that student’s performance in Mathematics is poor

and many students fail in Mathematical problem solving. Most of the teachers in

mathematics complain of the inability of their students to solve mathematical

problems. The complaint is real because problem solving is a very complex

process. It involves the application of numerous skills, abilities, and knowledge

such as comprehension ability, computational skills, and knowledge of

technologies for one can solve a problem.

Mathematics is part of one’s way of life in this advanced and complex

world. It is the teacher’s responsibility to mathematically attire his students to fit

into this technical world. In fact, one goal of mathematics instruction is to arouse

interest and motivate students to appreciate numbers.

One of the main functions of school is to provide students with skills they

will need to better adapt to their environment. An important goal for school would

be to increase students’ ability to recognize problems and their causes to come up

with alternative solution to problems, to demonstrate flexibility and creativity in

thinking and in problem solving, and to assume a certain amount of responsibility

for problems they encounter (Galvirez 2003).

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Many students however, find mathematical word problems difficult to

solve. There is need for Mathematics educators to initials and in filament of

programs geared toward problem solving. In order to do this, local researchers

must first conduct a deeper understanding of the Filipino students and how they

translating mathematical word problems could help them to solve word problem.

Whatever information can gather from such researches can be used as a base to

evaluate or redirect mathematics programs. The present study is undertaken in

response to this need.

The ability of the students to understand and interpret verbal problems in

Algebra poses a great deal of difficulty. The lack of comprehension on the part

students makes it difficult to translate mathematical sentences into mathematical

equations.

Algebra is the branch of mathematics that treats of quantity and number in

the abstract, and in which calculations are performed by means of letters and

symbols. It includes the solutions of equation of any degree. College Algebra is a

subject where the content varies from simple algebraic expressions to complex

algebraic equation. A major part of this subject is the many worded problems

which are to be analyzed and transformed into mathematical equations that are

required in the problem to come up with the correct solutions using mathematical

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procedures. It is this aspect that student’s ability to comprehend English language

plays very important role (Bernardez,2009).

Cabacungan(1991) discovered some difficulties encountered by the grade

six students when mathematics was administered. Based on the gathered data, the

causes of difficulties were as follows: 1.) Insufficient vocabulary of English

enable the pupils to visualize the real situation that the problem is describing, 2.)

lack of mastery of the students in the four fundamentals operations.

STATEMENT OF THE PROBLEM

This study aimed to identify the difficulties in translating mathematical

word problems to algebraic expressions of grade 8 students.

This study sought to answer to the following research questions:

1. What are the difficulties encountered by the student in translating mathematical

word phrases in terms of:

1.1 Finding the key words to know what mathematical operation should be use

1.2 Proper use of keywords in terms of:

A. Addition

B. Subtraction

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C. Multiplication

D. Division

2. What is the academic performance of the students in word problems in

terms of:

A. Age problem

B. Number problem

C. Coins (money) problem

3. Is there a significant relationship between translations of phrases in

solving word problems?

HYPOTHESIS:

The study was tested with the use of a =22.42 level of significance and

proposed the following hypothesis:

𝑯𝟎 : There no significant relationship between translating of phrases and

solving word problems.

𝑯𝒂 : There is significant relationship between translating of phrases and

solving word problems.

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SCOPE AND DELIMITATIONS

This study, dealt with difficulties in translating mathematical word

problems, was planned to be performed through elicitation of information from

students who are studying word problems. The said elicitation of information was

executed with the use of test questionnaire for diagnostic test and re-test.

Researchers tend to know the difficulties of the students in word problems

regarding the translating of it to algebraic expression

The coverage of this research is limited among the Grade eight (8)

students that are officially in Jose Abad Santos High School. The purpose of the

research is to identify the difficulties in translating mathematical word problems

to algebraic expression.

SIGNIFICANCE OF THE STUDY

The proposed research will determine the difficulty in translating

mathematical word problems to algebraic expressions.

ADMINISTRATIONS

The result of this study could guide the administrator to help the

professors, teacher, proctors, and all the faculty members in providing strategic

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way to enhance the performance of the learners and in the long run providing

them quality education.

CURRICULUM DEVELOPERS

This study may serve as a feedback to curriculum planners for the goal of

highly competencies in particular subject matter. The result of the study may

serve as a basis for future’s curriculum revision and enhancement.

TEACHERS

The result of this study will make the teachers be aware where did they

student have a problem or difficulty in solving mathematical word problems and

do something about this kind of matter. The teachers will cope up or adjust on

how the student will understand to translate the mathematical word problems.

They will think another teaching strategy or approach so that the student would be

able to translate mathematical word problems to algebraic expression.

The result of this study can make a vision of the students as proposed

problems in solving mathematical word problems; they will understand the one of

the factors of not being able to solve word problems because of the reason that

they have these difficulties in translating mathematical word problem to algebraic

expression.

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PARENTS

This study can help the parents to increase their awareness in providing

necessary support and guidance that their children highly need.

STUDENTS

This study could help the students who are responsible for their learning in

providing a means for articulating the knowledge skills and experiences acquired

during their class.

This study will make the readers be informed about translating

mathematical word problems to algebraic expression can be the factors on why

the students cannot perform to solve a mathematical word problems.

FUTURE RESEARCHERS

This study can help the future researchers to use as reference for an

additional information and knowledge about the study which they will conduct.

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Chapter II

THEORETICAL FRAMEWORK

This chapter presents a review of the related literature and studies

concerning difficulties in translating word problems to algebraic expression taken

from local and foreign published books, internets. A conceptual framework that

will guide the study is also presented in this chapter.

The theory used in this study is a Mathematical Problem Solving Theory

by Schoenfeld.

For a student to be able to become a mathematical problem-solver a

student must have a good reading. In all human mental functions, it is said that

reading comprehension really is one of the most complex skills that needs to be

fully developed before one can fully perform any given task or problem ( Mojica

,2000). This study therefore is based on the mathematical problem solving theory

by Schoenfeld (1985); four (4) categories of knowledge/skills are needed to be

successful in mathematics: (1) resources, (2) heuristics (3) control and (4) beliefs.

The first category refers to the proposition and procedural knowledge of

mathematics. The strategies and techniques for problem-solving such as working

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backwards or drawing figures are the main concerns of the second category. The

third category focuses on the decision about when and what resources and

strategies to use, and the last category which may interpreted as a mathematical

“world view” (PUP ; Joan A. Deocareza; 2008) determines how someone

approaches a problem. The result of this will be the basis in planning and

improving the product, the process and even the goals as well.

Review of Related Literature:

In conceptualizing a research study, various literatures were reoffered to.

These provide the right focus and direction to come with a scientific research

work.

Translating worded problems nowadays is one of the most difficult tasks

for a student especially in the elementary level. It is considered a big hindrance in

learning Mathematics. Translation from words to symbols is undeniably one of

the solution processes in solving word problems that can be considered

critical.(Bardillion, Jr. 2004).The study of Bardillion Jr. embarked on symbolic

translation of the students exposed to Filipino verbal translation is directly related

to problem solving ability and attitude of first year high school students (Jes Kier

B. Dela Cruz, Dr. Minie Rose C. Lapinid , 2014).

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According to Bardillon Jr. (2004) language appears to be an important

factor to consider in the field of mathematics education particularly in solving

mathematics word problems. Problem comprehension of mathematics language is

the basic prerequisite in achieving problem solving ability. Past and present

studies found out the understanding mathematical words, phrases and clauses is a

difficult task for the majority of the student incompetent in the English language

used in word problems, particularly in algebra.

Cristobal,(2007), in her “Analysis in the vocabulary and language

structures used in Arithmetic textbooks”, said that the language barrier is one

reason why a pupil cannot achieve better in mathematics. Because of this, she

says, teachers should be made aware of the difficulties posed by the language

structure in verbal problems. To remedy this, she recommends that teachers

should restate more simply the structures which are not taught in the language

arts. She also recommends the use of visual aids to help children understand the

problem better.

The study of Yared , (2003) “Comprehension of relational Phrases and

clauses as a factor of word problem solving ability in mathematics” stated that

Non-English-proficient Filipino students experience both semantic and

mathematical linguistic difficulties. Difficulty in semantic comprehension

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involves understanding the everyday language, including its idiomatic

expressions, and is comparatively easy to cope with. On the other hand,

mathematical linguistic processing is by far quite difficult, and is basically a

failure to recognize the implications behind mathematical terms, phrases and

clauses, and inability to distinguish between the major and minor ideas that they

contain. Linguistic difficulty often occurs when a left-right literal mode of

analysis is employed for lack of other options. This mode typically converts

clauses to phrases and phrases to clauses, group operations and variable

proximity, and drops or transform unfamiliar expressions as is convenient.

Explicit labeling of variables lessens the difficulty of processing familiar

propositions; however, if propositions are not familiar, explicit labeling of

variables only lessens the variety but not the number of improvisations.

Student’s ability to translate mathematical phrases and clauses to Filipino

is equally, positively related to their ability to express the same algebraically.

Thus, students who can accurately restate the propositions in their own words

have a better chance of conceptualizing them mathematically. Nevertheless more

than the ability to paraphrase is required to attain mastery in problem

representation. There is a distinctly more difficult domain-specific knowledge that

must also be mastered, i.e. how to relate ideas to symbols used in mathematics.

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Students’ ability to accurately mathematize propositions (ATA) has the

most direct link with success in problem solving. Although accurate semantic

processing of English propositions is helpful, in the final analysis, the ability to

mathematize these propositions virtually determines the probability of success in

problem solving. Misrepresenting just one of the propositions is sufficient to

jeopardize efforts in problem solving.

Bardillon Jr. cited Yared (2003) that the ability to mathematize expression

is the most directly linked with success in problem solving. Yeo (2009) found that

some students have slow progress in solving the problem due to their inability to

translate the problem into a mathematical form. Some students have also

difficulties in solving the problem because they do not comprehend the problem

as they found the problem confusing. In the study conducted by Aniano (2010),

the level of difficulties in translating phrases to symbols was one of the factors

that determine the problem solving skills of students. It was seconded by Vista

(2010) that students’ comprehension in translating phrases into symbols affects

the students’ performance in problem solving (Jes Kier B. Dela Cruz, Dr. Minie

Rose C. Lapinid , 2014).

The study of Aniano about word problems stating that one of the factor

why the students doesn’t have this proficiency in solving mathematical word

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problems is because of the difficulty of translating sentences or phrases into a

algebraic expression or to an equation. It is the basic common factor but a

difficult task for the teacher and to students because reading or linguistic

comprehension is also matter on this situation; with the help of this study this

could be an eye opener to the math teachers that they shouldn’t focus on how the

students will perform especially solve the given mathematical word problems.

The teachers shouldn’t do feeding of information to the students but do strategic

way on how the students will understand the importance of simply translating

phrases from mathematical word problems to symbols that have the biggest factor

in solving the given word problems.

Domingo (2002) investigated the relationship between word problem

solving ability and some variables among Grade Six pupils. He found out that the

average proficiency level of the pupils in word problem – solving in the thirteen

learning areas was very low. These very low proficiency levels overwhelmingly

manifest the pupils’ inadequacy in terms of their problem solving ability. Analysis

of the over-all performance of pupils in word problem solving is likewise very

low. This indicates that the Grade Six pupils had hard time solving problems.

These pupils’ practiced problem solving through solving exercises at home or

during vacant time. These practice on efforts of pupils’ all point to developing a

mastery of their specific learning aspects of mathematics. A high order thinking

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skills computational ability of the pupils’ as regards to the poor basic operations

was quite poor. This implies that pupils were not yet proficient in computations of

these operations.

According to Domingo’s investigation it includes that the time allotted for

the understanding of the student within the discussion about mathematical word

problems are not enough. It would take a lot of time and a long process so that the

student could have at least an average proficiency of the pupils in word problem

wouldn’t be low. As mentioned by Domingo, the average proficiency of the

students is low because the student doesn’t meet the standard that requires them to

proceed to the discussion about problem solving. The students might consider that

have a poor performance within the basic operation that could be reason for them

to encounter a problem solving as a hard activity.

Webb’s study(A Critical analysis of the centralized public education

systems in the Philippines with emphasis on secondary education ,2000),

investigated group interaction and mathematical errors of 11th grade students

working individually and in four-person heterogeneous ability groups. Averaging

over all types of errors, high ability students did best in the individual condition ,

low ability students did best in the group condition ,and the medium ability

students did equally well in both conditions. When types of errors were

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distinguished, for high-ability students , the group condition was detrimental to

learning new material(the mathematical algorithm) but was advantageous to

performance on previously learned material(computational and algebraic

manipulations); for medium-ability students, the group condition was good for

learning the algorithm but not for performance on computational and algebraic

manipulations for low-ability students, group work was beneficial for

performance of new and previously learned material. Group interaction was

related to achievement: student who described or received explanations about the

mathematical algorithm did well on the algorithm on the test, and the students

who explained how to perform computational or algebraic manipulations did well

on those manipulations on the test.

The secondary school student’s misconceptions in algebra by

Gunawardena Egodawatte of university of Toronto, investigated secondary school

students’ errors and to make suggestions for classroom teaching .The study used a

mixed method research design. An algebra test which was pilot-tested for its

validity and reliability was given to a sample of grade 11 students in an urban

secondary school in Ontario. The test contained questions from four main areas of

algebra: variables, algebraic expressions, equations, and word problems. A rubric

containing the observed errors was prepared for each conceptual area. Two weeks

after the test, six students were interviewed to identify their misconceptions and

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their reasoning. In the interview process, students were asked to explain their

thinking while they were doing the same problems again.

Introductory algebra has a pivotal position for pupils’ continued learning

in algebra. Many studies reveal the difficulties that students have at different

school levels with respect to main concepts in introductory algebra: variables,

algebraic expressions, equation solving and problem solving (Bednarz, Kieran &

Lee, 1996). International studies show that many pupils do not succeed in solving

algebraic tasks (Mullis, Martin, Foy & Arora, 2012; OECD, 2013). In TIMSS

2011, four areas in mathematics were assessed: Number, Algebra, Geometry and

Data and Chance. The international average achievement by students in Grade 8

was lowest in Algebra (Mullis et al., 2012). In TIMSS 2011, the Swedish pupils in

Grade 8 performed 33 points lower on algebra tasks than the average in the

EU/OECD (Swedish National Agency for Education, 2012).

Word problems are a combination of numbers and words in which

students apply mathematics instruction in the context of problem solving

(Pfannenstiel, Bryant, Bryant, & Porterfield, 2015). According to Gooding

(2009), children’s poor performance with mathematical word problems is a trend

and it is vital to look at the causes of these difficulties, so that their teachers can

help them overcome these hurdles. Barwell (2011), purports there must be an

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open approach to word problems for students who find it difficult. . This approach

will enable learners to become more effective readers and problem solvers by

engaging students in understanding, mathematizing, analysing, and

communicating in the problem.

A word problem is a problem designed to help students apply mathematics

concepts to real life situations. According to Lai (2015), problem solving is a

cognitive process directed to achieve a goal when no obvious solution method is

available to the problem solver. Some children find it difficult to solve word

problems presented in a paragraph.

Cruickshank, Jenkins and Metcalf (2009) claim that questioning will be

effective if teachers phrase their questions clearly and concisely. Students learn

more when teachers ask many questions and include a variety of questions in their

lessons. The more frequently students interact with the teacher and their peers

about the subject, the more they will learn.

Tapson (2000) stated: Mathematics generally has the reputation of having

a precision that no other subject has, and no doubt at higher level that is true.

However, when we look closely at some of the words and phrases used in

mathematics at school level, we might wonder whether that reputation is entirely

justified, and I should like to draw attention to some of the words that can give

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rise to difficulties for various reasons. As teachers, we need to be aware of, and

sensitive to, the way we need and use to convey our meaning. Possibly we are not

always as clear as we think.

He added:

Mathematicians might like to think that their particular language is a

function by virtue of the fact that there is a one-to-one mapping between the

words they use and the meanings of those words. As an example of this notion,

think of these words: square, cube, base, point, line, inverse, tangent, etc. They

have different meaning and uses, though several of them are applicable only in

mathematics beyond school level. Some of them are impossible to define without

getting into circular argument.

In the University of the Philippines National Institute for Science and

Mathematics Education Development (UP NISMED) Soledad A. Ulep described

the importance of The Basic Education Curriculum in placing the development of

effective communication skill among Filipinos students. It presented the different

components of mathematical communications and the teaching strategies needed

to develop effective communication. This includes those that address specific

teaching and learning practices to be changed to support development in

Philippine classrooms. Along with critical thinking, creative thinking, problem

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solving, decision making, and entrepreneurial/productive skills, effective

communication is one of the core life skills that every Filipino student needs to be

competent to become effective learner. This is also stated in the philosophy of the

basic education curriculum that is currently being implemented in the country

(Department of Education 2002,). The goal of the elementary mathematics

curriculum is for pupils “to demonstrate understanding and skill in computing

with considerable speed and accuracy, estimating, communicating, thinking

analytically and critically, and solving problems in daily life using appropriate

technology” ( Bureau of Elementary Education 2002,). In the secondary level, the

Secondary Mathematics Curriculum states that the first year students are expected

to demonstrate understanding and skills in measurement and use of measuring

devices, performing operations on real numbers and algebraic expression, solving

first degree equations and inequalities in one variable, linear equations in two

variables and special product and factoring and apply them in solving problems.

In the second year, the students are expected to demonstrate understanding of

concept and skills related to systems of linear equations and inequalities,

quadratic equations, rational algebraic expressions, variations, integral exponents,

radical expressions and searching for patterns in sequences. At the end of the third

year, students are expected to demonstrate understanding and skills in geometric

relations, proving and applying theorems on congruence and similarity of

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triangles, circles and basic concept on plane coordinate geometry. On their last

year in high school, students are assumed to compute and measure accurately,

come up with reasonable estimate, gather, analyze and interpret data, visualize

abstract mathematical ideas, present alternative solutions to problem using

technology, and apply them in real life situations ( BEC, 2002)

In the statement Soledad Ulep, she described that the given curriculum to

each grade levels would have a big role for the teachers and especially to students.

It will be the guided structure of learning of the students and a guided structure of

teaching of the teachers

CONCEPTUAL PARADADIGM

Conceptual paradigm is a visual presentation of variables that interrelate

with one another as perceived by the researcher before an actual empirical

investigation is done to its relationships. Its purpose is to provide an illustration of

similar occurrence. It is also aims to solve the problem by using processing

elements. Figure 1 shows the flow of the study using an Input- Process- Output (

IPO ) model.

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PROCESS OUTPUT
INPUT
Difficulties encountered Difficulty
by the student in Administering encountered of the
translating mathematical
word phrases in terms of:
test students
 ADDITION questionnaire.
 SUBTRACTION
 MULTIPLICATIO Academic
N
 DIVISION performance of the
Academic performance of Analysis and students in word
the students in word Interpretation of problems
problems in terms of: Data.
 Age Problem
 Number
Problem significant
 Coin Problem relationship between
translations of
phrases in solving
word problems

Figure 1: Paradigm of the Study

The input in IPO model shows the variables that the researchers used in

their study. It tends to help the researchers to come up difficulty in translating

mathematical phrases to algebraic expression of grade 8 students of Jose Abad

Santos High School. It also used the four mathematical operation in terms of

addition, subtraction, multiplication, division.

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The process contains the methods or ways that the researchers execute to

gather data in order to use in the study. It also contains the instrument that the

researchers used in gathering data.

The output gives the goals or the result of the study. By means of the

output, the researchers will conclude and recommend some factors that the study

needs to improve and develop.

Definition of Terms:

 Performance – score of respondents based on practice exercises and

evaluation examination.

 Pre-Test- This refers to the test given before traditional instruction will be

used by the researcher. This will be the Individualized instruction test method

to discover the effectiveness of the individualized learning.

 Post-Test- This is the test given to the experiment group with the used of

traditional instruction by the researcher. This test is exactly the same with the

pre-test to see what instruction method gain more high score.

 Algebraic Expression- Is the study of Mathematical expression that consists

of variable, numbers and operation.

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 Mathematical Phrases- Is the usually words that use in Mathematics subject.

This is the first test of the respondents to determine their understanding to the

mathematical phrases.

 Word Problem- A mathematical exercise presented in the form of a

hypothetical situation that requires an equation to be solved. This is the

second test of the respondents to determine if they really understand the

mathematical phrases.

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CHAPTER III

METHODOLOGY

This chapter discussed the various elements of the research process. It

presented and described the research design, the locale of the study, samples and

sampling technique, respondents of the study, the research instrument,

respondents of the study, the research instrument, data gathering procedure and

the statistical treatment.

RESEARCH DESIGN

The method used this study was descriptive survey, since the researcher is

concerned to know the difficulties in translating mathematical phrases to algebraic

expressions. The researchers believed that the descriptive survey was appropriate

to be used in this study.

The main objective of this study is to know the difficulties of translating in

mathematical phrases into algebraic expression of grade 8 students in Jose Abad

Santos High School.

The respondents of the study were the two (2) selected section of grade 8

students at Jose Abad Santos High School

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The secondary school student’s misconceptions in algebra by

Gunawardena Egodawatte of university of Toronto, investigated secondary school

students’ errors and to make suggestions for classroom teaching .The study used a

mixed method research design. An algebra test which was pilot-tested for its

validity and reliability was given to a sample of grade 11 students in an urban

secondary school in Ontario

LOCALE OF THE STUDY

This study was conducted at Jose Abad Santos High School which is

located at Numancia St.1100 Binondo Manila. It is headed by school principal

Robert P. Velasquez at Jose Abad Santos High School was near at Santa Cruz,

manila city.

This research was done within the vicinity of the said school, particularly

the grade eight (8) students. (see appendix-“Vicinity Map”)

SAMPLE AND SAMPLING TECHNIQUES

The populations of the study were selected grade eight (8) students of Jose

Abad Santos High School for the school year 2019-2020. There were two (2)

students randomly pick in every sections. The total of the respondents are 44.

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They were chosen through purposive type in which the sample of the

study was purposively selected to answer the questionnaire based on their

knowledge, idea, and understanding.

In the secondary level, the Secondary Mathematics Curriculum states that

the first year students are expected to demonstrate understanding and skills in

measurement and use of measuring devices, performing operations on real

numbers and algebraic expression, solving first degree equations and inequalities

in one variable, linear equations in two variables and special product and

factoring and apply them in solving problems. (Bureau of Elementary Education

2002).

RESEARCH INSTRUMENT

A questionnaire was the instrument used to gather data. After all the

questionnaires were retrieved, the data were tallied and tabulated, and further

statistically treated using mean, weighted mean, and percentage to answer the

specific problem. The instrument used to gather data was the questionnaire

developed and used by the researcher.

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Topic No. of Items Total

Addition 1,2,3,4,18,24,26,30 8

Subtraction 5,19,20 3

Addition/Multiplication 9,12,13,14,22,25,27,28,29 9

Addition/Subtraction 10 1

Division 16,23 2

Multiplication & 6,8,11,15,17,21 6

Subtraction

Addition & Division 7 1

Age 16,17,18,19,20 5

Number 21,22,23,24,25 5

Money 26,27,28,29,30 5

DATA PROCEDURE

For validation purpose, the researchers tested a sample of test

questionnaire. This was done by conducting a survey to the selected grade 8

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students of Jose Abad Santos High School outside of the chosen respondents of

the population, after the construct respondents have answered; the researchers

were asked then them to cite the parts of the questionnaire that needs

improvement. The researchers even asked for suggestions and corrections from

the respondents to ensure that the survey-questionnaire is correct.

STATISTICAL TREATMENT

The data gathered for problem #1 and #2 were analysed and treated using

this formula as follows:

Weighted Average

Weighted Mean was applied to consolidate the answers of respondents to

each question. Composite Mean was used to get the average mean to come up

with the general result of students’ response for each part of the questionnaire. It

was used to determine the difficulty in translating mathematical phrases to

algebraic expression. (see Appendix F)

Pearson Product Moment Correlation Coefficient

Inferential statistics was used in this study such as Pearson Product

Moment Correlation Coefficient. It was used to test the significant relationship

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between the translating phrases and word problems of grade students.( see

Appendix F)

T-value for test of significance

Also called the t – computed, it is the computed value used to compare

from the critical value of t- tabular. It is one of the statistical tools needed to make

a judgement on hypothesis. (see Apeendix F)

(This table shows the basis for getting remarks of correct answers

answered by the Grade 8 student’s respondent.)

Scores Remarks Description

57-75 Goes Beyond - Finds all important parts of the problem
Standard - Understanding includes extending the
problem in some way
- Uses creative thinking
37-56 Meets - Show good understanding of the
Standard problem
- Uses appropriate number model
- Small mistakes may exist
- Good use of math language & symbols
- Procures can be followed
19-36 Working - Shows some understanding of the
Toward problem
Standard - Tries a method that might solve the
problem
- Shows some thinking, but not enough
to complete the task
- Incorrect solution
- Not clear
1-18 Well Below - Do not understand the problem

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Standard - Does not show any understanding of

the problem
- The reasoning is hard to understand
- No strategy is chosen
- A strategy that doesn’t lead to a correct
solution is present
- No solution
- None, poor, or incorrect use of math
language and symbols
- Difficult to understand

(This table shows the basis for getting remarks of correct answers

answered by the Grade 8 student’s respondent.)

Scores Remarks Description

12-15 Goes Beyond -Finds all important parts of the problem
Standard -Understanding includes extending the
problem in some way
-Uses creative thinking
8-11 Meets - Show good understanding of the
Standard problem
- Uses appropriate number model
- Small mistakes may exist
- Good use of math language & symbols
- Procures can be followed
4-7 Working - Shows some understanding of the
Toward problem
Standard - Does not understand all parts of the
problem
- Tries a method that might solve the
problem
- Shows some thinking, but not enough
to complete the task
- Incorrect solution
- Uses some math language and symbols
- Not clear

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0-3 Well Below - Do not understand the problem

Standard - The reasoning is hard to understand
- No strategy is chosen
- A strategy that doesn’t lead to a correct
solution is present
- No solution
- None, poor, or incorrect use of math
language and symbols
- Difficult to understand

(This table shows the basis for getting remarks of correct answers answered

by the Grade 8 student’s respondent).

Scores Remarks Description

19-25 Goes Beyond -Finds all important parts of the problem
Standard -Understanding includes extending the problem in some
way
-Uses creative thinking
13-18 Meets - Show good understanding of the problem
Standard - Uses appropriate number model
- Small mistakes may exist
- Good use of math language & symbols
- Procures can be followed
7-12 Working - Shows some understanding of the problem
Toward - Does not understand all parts of the problem
Standard - Tries a method that might solve the problem
- Shows some thinking, but not enough to complete
the task
- Incorrect solution
- Some mistakes
- Uses some math language and symbols
- Not clear

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0-6 Well Below - Do not understand the problem

Standard - Does not show any understanding of the problem
- The reasoning is hard to understand
- No strategy is chosen
- A strategy that doesn’t lead to a correct solution is
present
- No solution
- None, poor, or incorrect use of math language and
symbols
- Difficult to understand

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Chapter IV

Result and Discussion of Data

This chapter presented the findings, result and interpretation of the study

“Difficulty in Translating Mathematical Phrases to Algebraic Expressions of

Grade 8 students”

Problem 1: What are the difficulties encountered by the student in translating

mathematical phrases in terms of:

1.1 Finding the key words to know what mathematical operation to be used

1.2 Proper used of key words in terms of:

A. Addition

B. Subtraction

C. Multiplication

D. Division

Table 1.1(1-15)

Score Frequency Percentage Remarks

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0-3 0 0 Well below standard

4-7 4 9.09% Working towards standard

8-11 16 36.36% Meets standards

12-15 24 54.55% Goes beyond standards

Total 44 100%

The table above shows the percentage of the students that meet the

standard in finding the keywords. The 24 grade 8 respondents goes beyond

standards in remarks with their scores, on the other hand 16 grade 8 respondents

meet the standards in remarks based on their scores, and only 4 grade 8 students

doesn’t meet the average standard. Then 40 out of 44 grade 8 respondents are able

to find the keywords used in mathematical phrases that will serves as guide to

them to translate the given mathematical phrases to algebraic expression.

Table 1.2 (16-30)

Score Frequency Percentage Remarks

0-3 2 4.55% Well below standards
4-7 20 45.45% Working towards standards
8-11 14 31.82% Meets the standards
12-15 8 18.18% Goes beyond the standards
Total 44 100%

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The table above shows the data of the students in identifying the

keywords and used it to identify the mathematical operation to be used. 4.55% of the

grade 8 respondents meet the remarks well below standards, 45.45% of the grade 8

respondents meet the remarks working beyond standard, 31.82% of the grade 8

students meet the remarks meets the standard and 18.18% of the grade 8 respondents

meet the remark goes beyond standard. The 50% of the respondents at least meet the

average standard in finding the keywords and interpret it into right mathematical

operation.

Problem 2: What is the performance of the students in word problems in terms

of:

a) Age Problem

b) Number Problem

c) Coin Problem

Table 2.a (Age problem)

Score Frequency Percentage Remarks

1-6 18 40.91% Well below standard
7-12 17 38.64% Working towards standard
13-18 8 18.18% Meets standards
19-25 1 2.27% Goes beyond standards
Total 44 100%

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The table above shows the percentage of the students who meets the given

remarks in relation with their score. The 40.91% of the grade 8 respondents meet

the remarks well below standard, the 38.64% meet the remarks working towards

standard, 18.18% of the grade 8 respondents meet the remarks that the

respondents meet the average standard and lastly the 2.27% of the grade 8

students meet the remarks goes beyond standard. All the result was all based on

their given scores in age problem.

Table 2.b (Number problem)

Score Frequency Percentage Remarks

1-6 5 11.36% Well below standard
7-12 12 27.27% Workingtowards standard
13-18 18 40.91% Meets standards
19-25 9 20.45% Goes beyond standards
Total 44 100%

The table above shows the percentage of the students who meets the given

remarks in relation with their score. The 11.36% of the grade 8 respondents meet

the remarks well below standard, the 27.27% meet the remarks working towards

standard, 40.91% of the grade 8 respondents meet the remarks that the

respondents meet the average standard and lastly the 20.45% of the grade 8

students meet the remarks goes beyond standard. All the result was all based on

their given scores in number problem.

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Table 2.c (Coin problem)

Score Frequency Percentage Remarks

1-6 16 36.36% Well below standard
7-12 16 36.36% Working towards standard
13-18 9 20.45% Meets standards
19-25 3 6.82% Goes beyond standards
Total 44 100%

The table above shows that the percentage of the students who meets the

given remarks in relation with their score. The 36.36% of the Grade 8 respondents

meets the remarks well below standard; 36.36% of the grade 8 respondents meet

the remarks working towards standard; 20.45% of the grade 8 respondents meets

the remarks meets standards; 6.82% of the grade 8 respondents meets the remarks

goes beyond standards. . All the result was all based on their given scores in

number problem.

Score Frequency Percentage Remarks

0-18 10 22.73% Well below standard
19-37 20 45.45% Working towards standard
38-56 8 18.18% Meets standards
57-75 6 13.64% Goes beyond standards
Total 44 100%

The table above shows the percentage of the students who meets the given

remarks in related with their score. The 22.73% of the grade 8 respondents meet the

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remarks well below standard, the 45.45% meet the remarks working towards

standard, 18.18% of the grade 8 respondents meet the remarks that the respondents

meet the average standard and lastly the 13.64% of the grade 8 students meet the

remarks goes beyond standard. All the result was all based on their given scores in

age problem.

Problem 3: Is there a significant relationship between translations of phrases to

performance in solving word problems?

𝐻0 - There is significant relationship between translations of phrases to performance

in solving word problems.

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CHAPTER V

Summary of Findings, Conclusion and Recommendation

This chapter presented the summary, findings, conclusion, and recommendation.

Summary of Findings

1. Comprehension of mathematical language is crucial to success in

problem solving. Yet, local research have consistently reported that a

vast majority of Filipino students experience difficulties in translating

mathematical words, phrases and clauses while solving English word

problems.

2. While mathematizing the expressions, students often resorted to a

variety of processing strategy, the way one would literally transcribe

English expression in the active voice. Unfortunately, not all

mathematical phrases and clauses presented conform to this structure.

Consequently, students particularly found difficulty representing

nested mathematical phrases, relational phrases, phrases in the passive

voice,etc . Details that did not fit were dropped off or exchanged for

something suitable’. At other times, minor but more familiar,

operational phrases took precedence over major’ but less familiar

expressions.

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3. Students likewise showed difficulty recognizing and distinguishing

one variable from another. Clauses and phrases applied to real and

concrete situations were found to be as difficult to translate as the

formal, abstract expressions.

This research analyzed the comprehension difficulties of sophomore

students from Jose Abad Santos High School. Forty four (44) students of grade

eight (8) were asked to a survey to mathematize a random mathematical phrases

and clauses that involved the four arithmetic operations, some of which included

the concept of equivalence.

Conclusion

From the result of the study, the following conclusions were made:

1. Based on the data interpreted we concluded that mathematical phrases or clauses

should be taught as sub-topic in learning mathematics. It is very useful and a way

to effective learning to the students but they must have a basic knowledge on

different phrases specially in mathematics and having good comprehension to

better understand the use of every mathematical phrases and clauses.

2. We can therefore conclude that 46.39% of the students in Grade 8 in Jose Abad

Santos high School perform well during the said test we conducted to them.

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3. Since that the result of the correlation is 0.9554 ,We can conclude that there is

no significant difference between translation of phrases to performance in solving

word problems.

Recommendation

Based on the summary of findings and conclusion, the following

recommendations were drawn;

For educational planners, they should recognize this reality when making

curricular and other pedagogical decisions. They should look closely into the needs of

the students and design their curriculum with those needs in mind. They may also use

the findings of this study in preparing guidelines fo4r the improvement of the quality

of mathematics education in the country.

For the mathematical educators, they should take a close look at the

mathematics curriculum at all levels to find out way of remedying the present sad

condition of mathematics education in our country as manifested by the present and

previous research findings.

For the future researchers, they should make conscious efforts to strengthen

mathematical instruction, geared towards development of formal reasoning, skills.

Further studies could be undertaken with samples from other schools, colleges, and

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universities to gather more information on students’ comprehension skill achievement

and/ or development. Results of the present study could serve as a springboard to

future researchers to deal with more in-depth investigation on comprehension skill of

students.

For the school administrator, before opening the classes ,they should organize a

well arranged sequence of topics for seminar-workshops for the benefit of both

faculty members and the students.

For the faculty members, it is recommended for them to create learning

environments that may develop the logical and comprehensive mathematical process

and formal thinking of the students.

For the students, they must know their strengths and weaknesses as in the

subject mathematics for them to improve their logical and critical thinking. It is very

important to develop the logical thinking of a person in order for them to easily solve

real life problems.it is also recommended for them to take enrichment activities in

order to cope certain topics in mathematics and to improve undeveloped logical

operations, and to self- study to practice independently in understanding

mathematical phrases and clauses.

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APPENDICES

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APPENDIX
A
(LETTERS)

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APPENDIX B
(VALIDATION SHEETS)

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APPENDIX C
(Tables of Specifications)

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Topic No. of Items Total

Addition 1,2,3,4,18,24,26,30 8

Subtraction 5,19,20 3

Addition/Multiplication 9,12,13,14,22,25,27,28,29 9

Addition/Subtraction 10 1

Division 16,23 2

Multiplication & 6,8,11,15,17,21 6

Subtraction

Addition & Division 7 1

Age 16,17,18,19,20 5

Number 21,22,23,24,25 5

Money 26,27,28,29,30 5

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APPENDIX D
(TEST QUESTIONNAIRE)

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Name: Score:

Year and section: Date:

Direction: Choose the correct algebraic expression describe by the given statement.
Encircle the letter of your answer. Underline the following keywords used in each statement.

Example: The sum of twice the n and thrice of m.

Answer: 2n+3n

1. The sum of two consecutive positive odd numbers is 24.

a. -11+(-13) c. -11-13
b. 11+13 d. -12+24
2. Length (L) increased by four.
a. L+4 c. L>4
b. L-4 d. (L)(4)
3. The sum of width (w) and length (l).
a. w+l c. l=w
b. (w)(l) d. w-l
4. A number (n) increased by 36.
a. 36-n c. 36+n
b. n+36 d. 36n
5. Reduce height (h) by 9.
a. 9-h c. 9h
b. h-9 d. h+9
6. Twice a number (n) reduce by 4.
a. 2n-4 c. 4+2n
b. 4-2n d. 4n+2
7. Three more than five times a number (x).
a. 3+5x c. x(3+5)
b. 3(x+5) d. 3x+5
8. Thrice the sum of a number and 25.

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a. 3x+25 c. 3(25)+x
b. 3(x+25) d. 3+25x
9. Four times the sum of the prices x and y.
a. 4(x+y) c. 4x+y
b. 4xy d. 4y+x
10. The difference of two times of r and twice the other number t.
a. 2r-2t c. 2(t-r)
b. 2t+2r d. 2r+2t
11. The difference of twice the m and n.
a. 2m-n c. 2(m+n)
b. 2n-m d. 2(m-n)
12. Numerator is ten more than the denominator.
𝑛 10
a. c. 𝑛+10
𝑛+10
𝑛+10 𝑛10
b. d.
𝑛 10
13. A number (z) multiply by 3 is less than twice the other number (y).
a. 2y-3z c. 2y+3z
b. 3z-2y d. 6(y-z)
14. The product of 8 and n increase by the product 7 and m.
a. 8m+7n c. 8n+7m
b. 8(m+7n) d. 8n-7m
15. 11 more than the difference of 2 different numbers.
a. xy+11 c. 11-x+y
b. 11+(x-y) d. x+y-11
16. Half of father’s age (f) is his son’s age(s).
𝑓 𝑠
a. =𝑠 c. f=
2 2
2
b. =𝑠 d. s=2f
𝑓
17. James age now, if he is 5 years younger than Jesse.
a. 2x-15 c. x-15
b. 15x-y d. x-5
18. Mark’s age in 4years, if p is his age now.
a. p-4 c. 4p
b. p+4 d. p4

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19. Nora’s age 3 years ago.

a. 3x c. 3x-3
b. x-3 d. x+3
20. The age of Cynthia is 3 less than a square of number.
a. x²-3 c. 3-x²
b. x²+3 d. 3+x²
21. A given height(k) subtracted from four times of his height(h)
a. k-4h c. 4h+k
b. 4h-k d. 4k-h
22. The perimeter of a rectangle exceeds the width by 9.
a. P=2L+2W+9 c. P=2L+2(W+9)
b. P=2(9)W+2L d. P=2(L+9)+2W
23. A rope (f) feet long is cut into 3 congruent pieces.
𝑓 3
a. c. 𝑓
3
1
b. 𝑥+𝑓 d. f-3
3
24. The sum of 9 and a two digit number (x).
a. 9+2x c. 2x-9
b. 9+x d. 9x+2
25. The length of a rectangle is 17 more than value of the width, what would be the
expression to get the perimeter of the rectangle (P=2l+2w)
a. 2(l+17)+2(2+w) c. 2(l+17)+2w
b. (2l+17)+2w d. 2l+14+w
26. A pair of shoes (x) cost 110 more than a pair of sandals (y), what would be the total
cost of a pair shoes and sandals.
a. (x+110)+2y c. (x+110)+x
b. (2x+110) d. 2(x+50)
27. A marker (x) cost fifteen pesos greater than a ball pen (y), what would the total cost if
Ms. Rose bought 3 ball pen and 1 marker?
a. y+(x+5) c. 3y+(x+15)
b. 3y+15 d. 2x+5y
28. The allowance of Angela is 25 pesos greater than twice the allowance of Joshua.
What would be the algebraic expression of the allowance of Angela?
a. 2x+25 c. x(25+2x)
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b. 2(x+25) d. 25-2x
29. Mr. Kiev go to national bookstore, he bought academic and fiction book. The cost of
fictional book is thrice the value of the academic book. What would be the total
payment of Mr. Kiev?
a. (x+3)+y c. 3x+3
b. 3x+y d. 3x+3y
30. Miguel has 12 more five peso coin than 10 peso coins.
a. 12x+y c. y+12x
b. (12+x)+y d. x+(12+y)

WORD PROBLEMS ( AGE, COIN AND NUMBER PROBLEMS).

NAME:

DIRECTIONS: solve the following word problem (age, number and coin problem) and show your
complete solution in extra paper provided.

1) Diana is eight times as old as her nephew hunter. In six years, she will be four and a half times
his age. How old are Diana and hunter now?

2) A man is 21 years older than his son. 5 years ago he was 4 time as old as his son. What are their
ages now?

3) Janet is three years older than Maria. The sum of their ages is 39. Find the age of each.

4) Phil is Tom’s father. Phil is 35 years old. Three years ago, Phil was four times as old as his son
was then. How old is tom now?

5) Lisa is 16 yrs younger than Kathy. If the sum of their ages is 30, how old is Lisa?

6) The width of a rectangle is 3 cm less than the length. If the perimeter of the rectangle is 54cm,
what are the length and the width if the rectangle?

7) The length of a rectangle is twice the width more than 3 cm. if the perimeter is 78 cm. find the
length and width of the rectangle?

8) When 6 times a number is increased by 4, the result is 40. Find the number.

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9) One number exceeds another by 5. If the sum of the two numbers is 39, find the smaller
number?

10) If one number is three times as large as another number and the smaller number is increased by
19, the result is 6 less than twice the larger number. What is the larger number?

11) Donna, Chris and Austin have a total of 93 pesos in their wallets. Donna has 7 pesos more than
Chris. Austin has 3 times what Donna has. How much do they have in wallet?

12) At the Carnival, Rivers buys 14 hot dogs. Each hot dogs cost P20. How much did Rivers spend on
hot dogs?

13) Larry, Curly and Moe buy a gift for their teacher that had a total cost of 117 pesos. Moe spent
three times as much as Larry and Curly used 23 pesos less than Moe. How much did each of
them spend in the gift?

14) Two brothers bought together 10 books. One bought 4 book. How many books did the other
brother buy?

15) A coin purse contains 25 centavo, 1 peso and 5 peso coins. The number of 25 centavo coin is
twice as the 1 peso coin and the number of 5 peso is 1 less than the number of 1 peso coin. If
the total amount in the purse is Php 21. 00, how many coins of each kind are there?

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APPENDIX E
(MINUTES OF THE MEETING)

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Thesis Title: Difficulties in Translating Mathematical Phrases into Algebraic Expression of

Grade 8 Students of Jose Abad Santos High School

Starting Time: 9:30am

Researcher:

1. Diane Angela A. Diolola

2. Joshua L. Libarios
3. Line Rose P. Lipalam
4. Sheryl Ann T. Mahinay

Researcher’s Adviser:

1. Regin Carlos Tambo-ong

Panel/Examiner:

1. Mr. Joey De Leon

2. Mr. Genaro Getigan
3. Mr. Alistair Selorio
4. Mr. Ranier Ruiz

Discussion:

Mr. Joey: How do you define Mathematical Phrases?

Madam: Number of incorrect answer and unavailable to identify key words

Mr. Joey: 1. What are the difficulties encountered by the students in translating
Mathematical Phrases in terms of:
1.1. Finding the key words to know what mathematical operation should be used
2. Mathematical key words/Academic performance / SOP 2 – SOP 3

Madam: What did you do in #1

Mr. Joey: How many teachers validate the questionnaires?

Bakit dalawa ?

Madam: May instance ban a 2 ang undelined?

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Group: Yes po! As long as po na tama yung underline words

Madam: Anong tamang key words?

Mahinay: Na underlined po

Madam: 4 ba yan? dapat 6 diba sir?

Mr. Joey: Dapat kasi pinagtabi nyo eh, total of incorrect 6 dapat yun. Kasi kung 38 yung
nakatama 6 yung hindi nakasagot

Dapat nga number of incorrect is 6

Madam: Hindi pinagsasama eh, mali lang bilang niyo.

Dapat ang nakalagay ditto is number of incorrect answer but able to identify
keywords

Mr. Joey: Lumalabas kasing Item analysis ang ginagawa nila

Identify, what is the difficulties focus in key words and solution pero number of
errors

Amg icoconsider lang ay yung maling sagot its either key words or answer

Madam: Percentage and ranking ba ang gagamitin sir?

Mr. Joey: Kahit hindi percentage, ranking nalang. Kung ano ang first na difficulty
encountered

Dalawa lang ang table ang gamitin nyo what is the difficulties in
mathematicsvkey words kung ilang items meron kayo yan 33

In translating, first correct and incorrect and the 2nd is operation dyan niyo ilagay
kung ano ang tamang sagot

Settle na tayo sa 1.

SOP 1 (keywords)

SOP 2 (operation)

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What is the academic performance of the students in word problems in terms of: Age problem,
number problem and coin problem?

Mr. Joey: Anong ginawa nyo ditto? You get the performance of students? Discuss to us

Why are 1.1 Difficulties in mathematical key words (1-30) incorrect keyword

How did described the performance (excellent, average,…..)

Kasi ang ginawa nyo lang is application. Ano yung result ng performance nila?
(10/15, 15/15….)

Mr. Gen: Kung papaano nila identify ang performance

Mr. Joey: Gagawa sila ngayon ng grading

Madam: Tama lang ang 5bitems every problems, kasi nakaka tamad naman kapag
masyadong madami lalo na’t math

Mr. Joey: Kasi ang ginawa nyo is nag item analysis kayo

Para patunay. Iapply nyo!

So gagawa kayo ng isa pang problem/questionnaires

Madam: Dapat nag diagnose muna sila

Okay na yung 1-15

16-20 palitan nyo , add more 15 question

Mr. Joey: Tatlo ang gagawin nyo

Translation, Formula and final answer

Doon makikita na nila yung difficulties

Okay nay an

So gagawa sila ng panibagong question for coin, age, and money problem

Madam: Magdagdag pa sila ng isang question nila sa 1.3

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Mr. Joey: Gagawa sila ng 15 question for (age, coin and number), same
students/respondents

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APPENDIX F
(VICINITY MAP)

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APPENDIX G
(FORMULA)

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Figure14 : Weighted Mean

Figure 2: Pearson Product Moment Correlation Coefficient

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Figure 3: T- value for test of significance

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APPENDIX H
(COMPUTATION)

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scores
scores in
in test
students translating total 105 value of r t
word
phrases
problem
1 29 65 94 0.9554166 22.42
2 23 65 88
3 22 65 87
4 21 60 81
5 21 58 79
6 19 57 76
7 18 51 69
8 18 50 68
9 17 45 62
10 17 42 59
11 17 40 57
12 15 40 55
13 15 40 55
14 15 40 55
15 15 35 50
16 15 35 50
17 15 34 49
18 15 33 48
19 15 31 46
20 14 30 44
21 14 30 44
22 13 30 43
23 13 30 43
24 13 30 43
25 13 30 43
26 13 29 42
27 12 28 40
28 12 28 40
29 12 26 38
30 12 21 33
31 12 21 33
32 12 20 32
33 12 19 31
34 12 19 31
35 11 18 29
36 11 17 28
37 11 16 27
38 9 16 25
39 8 16 24
40 8 15 23
41 8 15 23
42 7 12 19
43 7 12 19
44 6 10 16
MEAN 46.38636

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BIBLIOGRAPHY

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BOOKS:
[1]Student Filipino Verbal and Symbolic Translation, Problem Solving ability and
Attitude Towards Mathematics Word problems( thesis 510.076 B236s 2004)

[2]Effectiveness of Specialized Structures In Solving Worded Problem In

Mathematics: Implications To Educational Management (March 2011)

WEBSITES:
https://www.jstor.org/stable/3233559?seq=1&fbclid=IwAR2jiDWsbVH1rt9ygyK
xbOJijhuBYQ8LQ3vd38BKel8WKQD2CnxRGW5X_os

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CURRICULUM
VITAE

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DIANE ANGELA A. DIOLOLA

1525 C2 Rd Capulong St. Brgy. 108 zone 9
Tondo, Manila
09268431348
dianegianrevano@gmail.com
PERSONAL INFORMATION
Date of Birth: Date of Birth: March 05, 1999
Place of Birth: Sta. Cruz Manila
Age: 20 years old
Gender: Female
Nationality: Filipino
Marital status: Single
Spouse: N/A
Father: Dante B. Diolola

EDUCATIONAL ATTAINMENT
Tertiary Education
School: Universidad De Manila
Degree: Bachelor of Secondary Education
Specialization: Mathematics
Address: one mehan garden, manila 1000
School Year: 2016-2020

Secondary Education
School:: Manila Cathedral Shool
Address: 287 Tayuman St, Tondo, Manila, 1013 Metro Manila
School Year: 2011-2015

Elementary Education
School: Manila Cathedral School
Address: 287 Tayuman St, Tondo, Manila, 1013 Metro Manila
School Year: 2005-2011

Special skills: Computer Literate

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SHERYL ANN T. MAHINAY

1286 San Andres St,.Brgy. 739 Zone 80
Malate, Manila
09093545190
mahinaysherylann@gmail.com

PERSONAL INFORMATION
Date of Birth: August 04, 1996
Place of Birth: New Corella
Age: 23 years old
Gender: Female
Nationality: Filipino
Marital Status: Single
Spouse: N/A
Mother: Marciana T. Mahinay
Father: Virgilio L. Mahinay
Religion: Roman Catholic

EDUCATIONAL ATTAINMENT
Tertiary Education
School: Universidad De Manila
Degree: Bachelor of Secondary Education
Specialization: Mathematics
Address: one mehan garden, manila 1000
School Year: 2016-2020

Secondary Education
School: New Corella National High School
Address: Purok-4 Poblacion New Corella , Davao del Norte
School Year: 2011-2012

Elementary Education
School: New Cortez Elementary Schoo
Address: Purok-1 New Cortez, New Corella, Davao del Norte
School Year: 2007-2008

Special skills: Computer Literate

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LINE ROSE P. LIPALAM

Area B Gate 13 Parola Tondo Manila, dist 1.
09481142850
St.perpetualipalam@gmail.com

PERSONAL INFORMATION
Date of Birth: May 17, 1998
Place of Birth: Ilo- Ilo, Salngan Passi city
Age: 21
Gender: Female
Nationality: Filipino
Marital Status: Single
Spouse: N/A
Mother: Liaza P. Lipalam
Father: Edgar M. Lipalam
Religion: Catholic

EDUCATIONAL ATTAINMENT

Tertiary Education
School: Universidad De Manila
Degree: Bachelor of Secondary Education
Specialization: Mathematics
Address: one mehan garden, manila 1000
School Year: 2016-2020

Secondary Education
School: The Sister’s of Mary of Banneux
Address: Biga II, Silang, Cavite
School Year: 2011- 2014

Elementary Education
School: Rosauro Almario Elem. School
Address: Kagitingan Tondo, Manila
School Year: 2006-2011

Special skills: Computer Hardware Servicing NCII

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JOSHUA L. LIBARIOS
081 Gate 46 Area B Parola Binondo Manila
09613135039
Joshgerez@gmail.com

PERSONAL INFORMATION
Date of Birth: Sep. 17 1995
Place of Birth: Manila
Age: 24
Gender: Male
Nationality: Filipino
Marital Status: Single
Spouse: N/A
Mother: Jocelyn L. Libarios
Father: Cresencio P. Libarios
Religion: Catholic

EDUCATIONAL ATTAINMENT

Tertiary Education
School: Universidad De Manila
Degree: Bachelor of Secondary Education
Specialization: Mathematics
Address: One mehan garden, manila 1000
School Year: 2016- 2020

Secondary Education
School: Jose Abad Santos High School
Address: Numancia St. Binondo, Manila
School Year: 2008 - 2013

Elementary Education
School: Pedro Guevarra Elem. School
Address: San Nicolas St. Binondo Manila
School Year: 2002 - 2008

Special skills: N/A

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