The Impact of Using Visualization with Third Grade Students Solving Multiplication Word Problems

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.