The Impact of Using Visualization with Third Grade Students Solving Multiplication Word Problems
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2014-05
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine whether improving reading skills, specifically
through visualization, impacts the success of third grade students solving mathematical
multiplication word problems. The participants of this study were third graders enrolled in an
Anne Arundel County school for the 2013-2014 school year. Participants were given a
multiplication word problems assessment to determine areas of weakness or errors made when
solving word problems. For six weeks, from February to March of 2014, students received
instruction three days a week on how to use the reading strategy, visualization, when solving
mathematical problems. This study involved a posttest design to compare data after the
interventions were completed to data from February 2014. The hypothesis was not supported for
this study since there was a significant difference between the pretest and posttest data after the
intervention was administered. The findings in this study validate the importance of improving
students’ reading abilities and strategies such as through the use of visualization. This study also
suggests that further research is needed in the area of using reading strategies when solving
mathematical problems. Research should continue into the best methods to help provide
struggling elementary students with additional assistance and strategies to improve their skills in
interpreting and solving mathematical word problems.