Schematic Presentations on the Achievement of Grade 6 Pupils in Solving Word Problems in Math

This action research aimed to determine how schematic or visual representations help Grade 6 pupils to solve word problems in math.In this action research, the schematic presentations utilized by the researcher are: number lines, a straight line that shows the order of and the relation between numbers; strip diagram, a bar divided into rectangles that accurately represent quantities noted in the problem; pictures, simple drawings of concrete or real items; and graphs and charts, drawings that depict information using lines, shapes, and colors.Based on the results, the Grade 6 pupils have shown commendable progress in solving word problems in math, as shown in their mean scores.Based on the interviews with the pupils they find ease in solving in solving math problems with schematic presentations; they also find these interesting, and they aid in memory.It is recommended that schematic representation will be continuously used; however, teacher observers suggested that pupils will be guided to use their own schematic visuals to the problems posed instead of the teachers presenting visuals to them for the learners to actively engage with the material they generated by themselves. CONTEXT AND RATIONALEThe primary goal of the school's mathematics curriculum is to provide students with the opportunity to transfer and apply their acquired knowledge and skills to solve various problems (Permata, 2018).By engaging in problem-solving activities, learners develop critical thinking, analytical reasoning, and problem-solving skills essential for success in both academic and real-life contexts.Ultimately, the goal is to equip students with the ability to use mathematics as a tool to navigate and solve challenges they encounter in various aspects of their lives.Word problems are pivotal in shaping the understanding of mathematical operations and indirectly honing operational skills in elementary education.Engaging with word problems at this level establishes a foundation for modeling more intricate and practical problems in the future.Additionally, word problems contribute to the enhancement of comprehension, critical thinking, judgment, memorization, and self-assessment abilities among students (Debrinti, 2015).However, pupils are facing difficulties in solving Math problems.Despite having learned the necessary mathematical concepts, they find it challenging to apply their knowledge in a real-world context.As shown in the study of Mingke and Alegre (2019), pupils often struggle with identifying which operations to use when solving word problems, are uncertain about the problem-solving process, exhibit a lack of interest in reading word problems, and find discussions on the topic to be dull or uninteresting.The same situation is also faced by the researcher in her Grade 6 Math Class.Her pupils manifest difficulties in solving word problems.Despite having taught the concept of area and providing instruction on how to approach word problems, many of her students are unable to correctly identify the relevant information in the problem, decide which operation to use, and carry out the necessary calculations.Some students may misinterpret the problem, others may struggle with understanding the mathematical language used, and some may feel overwhelmed by the task.One of the sources of difficulty in solving word problems is poor reading comprehension and a lack of understanding of the keywords used in math word problems (Vula et al., 2017).Teachers commonly attribute students' difficulties in solving word problems to their ability to understand the problems (Pearce et al., 2011).Previous research (Vilenius-Tuohimaa et al., 2008) has shown that students' performance in mathematics word problemsolving is linked to their overall reasoning skills and reading comprehension ability.According to Clements (Riastuti et al., 2017), common errors made by students include difficulties in comprehension and transformation, as well as a tendency towards carelessness.Logan and Ho (2013) emphasized the importance of students comprehending a problem before attempting to solve it.When students lack understanding of the problem, they encounter difficulties in problem-solving and struggle to contextualize the problem.Utilizing diagrams to illustrate mathematical concepts is crucial for elementary students when tackling non-routine problems.These visual aids enable students to construct mental models (Pape, 2004) and structure their thoughts in coherent and systematic ways (Ainsworth & Loizou, 2003).