World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue IV (April 2026), pp.551-560
Angelie Del Valle-Panes
Master of Arts in Teaching Mathematics
Osmeῆa Colleges
Abstract
Learning mathematics is conceived as casual pathways to successful outcomes that are later linked to achievement outcomes. Translation skills of learners in Mathematics is quite essential in performing the subject. This study aimed to determine the ability of Grade 8 learners of Bolo National High School in English-mathematical translations and mathematical-English translations. Thirty-six (36) Grade 8 learners and four (4) mathematics teachers are the main respondents of this study. The instruments used in gathering the data needed, consisted a teacher-made test, questionnaire and rating scale. Based from the teacher made test administered and measured, translation skill level of students, result reveals a low description with a percentage of 39.63% and the area of difficulty encountered by the learners is said to be moderate or 60.37%. With the use of the weighted mean, all the measured factors affecting the performance of learners in translating are rated as high, or should be given adequate attention to enhance the translation skills. There is a significant relationship in translating English phrase/sentences to mathematical phrase/sentences and vice versa. As to proposed teaching strategies in dealing with English-mathematical translations and vice versa, preferred strategies are deductive teaching, teach by example (learning by doing), utilize activities/drill exercises that develop the mathematical related vocabulary of the students and cooperative learning that will enhance the skill level of learners’ translation ability.
Keywords: Translation skills, area of difficulty, Grade 8 learners, mathematical phrase/sentence, English phrase/sentence
https://doi.org/10.65494/pinagpalapublishing.256
