Action Research Related to Mathematics

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INTRODUCTION
Action Research is a process in which participants examine
their own educational practice systematically and carefully, using the techniques
of research. Action research is a tool that is used to help teachers and other
educators uncover strategies to improve teaching practices. It is a viable and
realistic endeavour for all educators.
Action research requires teachers to design a study in an
area of interest that they would like to carry out in their classrooms or schools.
Many times, action research is considered a professional development
opportunity because, frequently, teachers test a new instructional strategy,
assess a new curriculum program, or evaluate an existing pedagogical method.
In many research studies, participating in action research
has been found to be the impetus for positive change exemplified by teacher
improvement, self-reflection, and overall learning that enhances classroom
practices.
Although there are many types of research that may be undertaken,
action research specifically refers to a disciplined inquiry done by a teacher with
the intent that the research will inform and change his or her practices in the
future.
Action research meant for arriving at a scientific solution for the
complicated problematic situation. Action research may be said to be research
of teacher for the teacher and by the teacher.
Action research is a method for improving and modifying the
working system of a classroom and a school. It is an objective oriented method.
The action research projects do not contribute to the found of knowledge but it
improves and modifies the correct practices.
The concept of action research is old but Stephen.M.Corey has
applied this concept in the field of education. “Action research is a process for
studying problems by practitioners scientifically to take decision for improving
their current practices-Stephen.M.Coroy.” “Research concerned with school
problems carried on by school personal to improve school practice is action
research- S.Bachwell.” “Action research is organized, investigate activity,

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aimed toward the study and constructive change of given endeavor by
individual or group concerned with change and improvement- M.C.Threte.”
The concept of action research is based on the assumption that
worker of the organization has the capacity to solve problems and take
decisions. The practitioner can only solve the problem. He will be efficient
when he is given freedom of improving and modifying his practice. The origin
of this research can be traced back to sociology. Curt Lewin explains life space
in terms of person and goal. There is a barrier in between person and goal. He
has to overcome it. It depends on the abilities of person to achieve the goal. This
concept is being used in education since 1926.
MEANING AND DEFINITION OF ACTION RESEARCH
The peculiarities of action research with special reference to a practicing teacher
includes-
 Action research in education is concerned with school problems and
carried on by school personal to improve school practices.
 Compared with other kind of educational research, it is simple and easier
to conduct. Action research aims at gathering evidences and strategies for
the solution with respect to specific problems.
 Action research is organized, investigative activity aimed towards the
study leading to constructive change required for the qualitative
improvement of work of the specific endeavour concerned especially
when problematic situation arise.
 It is research designed to find solution for a fee problem that demands
investigation and have direct application in the setting in which the
research is conducted.
 Action research is a type of applied research or decision oriented
research. The researcher is the practitioner himself who will take a
decision and enjoy its benefit.
 Action research is undertaken to solve an immediate practical problem
that cannot be solved by ordinary strategies. The goal of adding to
scientific knowledge is only secondary or even tertiary.

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OBJECTIVES OF ACTION RESEARCH
Action research projects are conducted for achieving the following objectives.
 To improve the conditions of various infra structural facilities of an
educational instruction.
 To develop scientific attitude among teachers whereby they are motivated
to study problems scientifically before taking decisions about
complicated issues.
 To bring excellence in the working style of the institution.
 To develop the ability and insight among administrative to improve and
modify institutional conditions with a scientific outlook.
 To root out the conservative and static environment prevailing in most
educational institutions.
 To make the educational system capable of generating a healthy
environment conducive to learning
 To raise the level of performance and the level of aspiration of the
students.
KEY POINTS TO BE TAKEN CARE OF WHILE DOING ACTION
RESEARCH
 Ensuring empirical support, authenticity and hence acceptability to the
action taken by a practitioner in a situation involving an issue, the
solution for which was not evident.
 Arriving at feasible and fruitful from the consequences of changes.
 Working out self-reflective cycles of planning, implementing, observing,
reflecting and re planning.
 Adoption of participatory, collaborative strategies.
 Gathering evidences to decide whether ideas assumptions and previous
practices have been false or incorrect.
 Have open mindedness critical attitude towards issues and their solutions.

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STEPS INVOLVED IN ACTION RESEARCH
1. IDENTIFICATION AND SPECIFICATION OF THE PROBLEM
A teacher should be sensitive towards job related tasks and problems
concerned. The problem should be need based. It must be really interested in the
problem. It must arise from his own experience. It must be specific and limited
in scope.
2. LISTING THE PROBABLE CAUSES OF THE PROBLEM
After identifying the problem it should be defined to get goal and action could
be specified. If the problem is related to teaching and learning, it is to be
localized in terms of class, subject, group that has felt the problem and the
nature of the puzzle felt by the teacher.
3. ANALYSIS OF PROBLEM CAUSES AND FORMULATION OF ACTIONHYPOTHESIS
The causes of the problem are to be analysed with the help of the theory,
previous experiences, preliminary evidences etc. The nature of the cause also is
to be analysed in order to determine whether it is under the control or beyond
the control of an investigator. This will help in formulating action hypothesis.
Success ofany action research depends upon the correct diagnosis of the causes.
4. Action programme
This involves individual commitment to some definite action leading to the
solution of the specific problem. The basis of formulating action hypothesis is
the causes of the problem experienced by the investigator. The statement of
action hypothesis consists of two aspects action and goal.
5. Evaluation of the action programme
The design is developed for testing the entire important action research
hypothesis. Some actions may be taken and their results observed. If a
hypothesis is not accepted a second design is developed for testing another
hypothesis. The design of action research is flexible and can be designed at any
time according to the convenience of the investigation. It is desirable to design a
well thought out plan of action including a time schedule.
6. FOLLOW-UP AND COMMUNICATING THE FINDINGS TO OTHERS

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Accepting or rejecting an action leads to certain conclusions. The conclusion
indicates some prescription for solving the particular problem that has provoked
and necessitated the investigator to explore. The conclusions are meant to make
decisions regarding actions to be taken for modified and improving the current
practices concerned with a view to solve the problems that led to the action
research.

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TOPIC: Failure of pupils to correctly
analyse and solve the word problems in
Mathematics.
STEP 1 :IDENTIFICATION AND SPECIFICATION OF THE
PROBLEM
It cannot be denied that problem solving is an
important part of Mathematics education. Mathematics, in general, is an
important subject because of its practical role to a person and the society as a
whole. However, before a student can successfully solve a problem, he has to
possess good reading comprehension, analytic and computational skills.
During practice teaching schedule, I have encountered
many pupils who are poor both in comprehending and analysing Mathematics
word problems. In straight computations like plain addition, multiplication,
subtraction and division, they can solve them successfully with very little help.
But when these are written in the verbal context-not in the numerical context-
they feel difficulty. Pupils cannot successfully solve problems in Math without
or with just little help from the teacher. The rest need to be guided to understand
the problem.
Most of them find it hard to picture the situation
indicated by the problem they are trying to solve. The slow ones would even ask
the meaning of a certain word in the problem. When they have understood it, it
is only then that they fully grasp the event/situation pictured in the problem.
However, there are still some who cannot understand it, probably because they
can’t connect or relate the ideas explained in the problem

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STEP 2: LISTING THE PROBABLE CAUSES OF THE
PROBLEM
1. Limited vocabulary words in Mathematics
2. Lack of technique in solving word problems
3. Laziness in studies
4. Lack of previous knowledge
5. Poorintelligence
6. Lack of motivation
STEP 3:ANALYSIS OF PROBLEM CAUSES AND
FORMULATION OF ACTION HYPOTHESIS
After analysing the problem causes, the most relevant to
the problem are limited Mathematics vocabulary and lack of technique in
solving word problems.
Action hypothesis
Improve the pupils’ limited vocabulary words in
Mathematics by providing interesting and challenging vocabulary activities
involving Mathematics. Develop the pupils’ techniques in solving word
problems by substituting large numbers by simpler numbers or restate the
problem in much simpler terms through improved reading comprehension and
make a number sentence out of the word problem.
STEP 4 : ACTION PROGRAMME
Programme for action hypothesis
Actions to be taken Procedure and tools used
Create an interest in mathematics and
improve the pupils’ limited vocabulary
in Mathematics.
Provide interesting and challenging
vocabulary activities such as puzzles and
game.
Provide simple word problems to
Use charts and activities to enhance
problem solving. All of the pupils will

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Actions to be taken Procedure and tools used
solve. participate more actively in discussions and
activities.
The slow learners will learn from their
tutor-classmates
Establish a tutor-tutee relationship. Select
intelligent students from the class and
assign one bench to each intelligent student.
And he helps the slow learners to develop
problem-solving skill.
Develop the pupils' techniques in
solving word problems.
Draw a graph, chart, graphic organizer or
list to help the students organize their
information found in the word problem.
Then the pupils will be able to organize the
given data and connectthe ideas expressed
in the problem.
The pupils will be able to simplify the
problem and substitute simpler numbers
for the given numbers
Substitute large numbers by simpler
numbers and use them instead of what are
given in the problem, Problems can also be
restated in much simpler terms.
The pupils will be able to master in
writing mathematical statements.
From the given problem, students convert
the problem into simple Mathematical
statements.
Students do complex word problems.
Solve by "trial and error" or "guess and
check" by using the answers provided in
multiple choice problems.
STEP5 : EVALUATION OF THE ACTION PROGRAMME
After repeating the cycle mentioned of action programme
for the students, I will try to know whether the students have improved the
pupils’ limited vocabulary words in Mathematics, enhanced the reading

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comprehension ability and developed the pupils’ techniques in solving word
problems, simply the pupils have improved their Mathematics problem-solving
skills. For this they will be assigned to solve different types of word problems.
STEP 6: FOLLOW-UP AND COMMUNICATING THE
FINDINGS TO OTHERS
From the evaluation of action programme the results
and conclusion drawn will be utilised by me for bringing desirable modification
in the behaviour of her student by motivating and giving encouragement,
creating a friendly, well-disciplined, united class spirit, helping the students to
develop confidence in them and encouraging them to take more responsibility
for their learning. I will try to communicate my finding with the fellow teachers,
if satisfied with the results of action research.