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PROBLEM SOLVING Looking at the problem from different
perspectives
The problem-solving process involves
identifying, defining, and creating Conducting research to figure out what
strategies to solve a problem. relationships exist between different
variables
Organizing information and resources
is crucial to effectively solve a problem.
Problem-solving is a mental process Defining the Problem
that involves discovering, analyzing,
After the problem has been identified, it
and solving problems. The ultimate
is important to fully define the problem
goal of problem-solving is to overcome
so that it can be solved. You can define
obstacles and find a solution that best
a problem by operationally defining
resolves the issue.
each aspect of the problem and setting
The best strategy for solving a problem goals for what aspects of the problem
depeAnds largely on the unique you will address
situation. In some cases, people are
Forming a Strategy
better off learning everything they can
about the issue and then using factual After the problem has been identified, it
knowledge to come up with a solution. is time to start brainstorming potential
In other instances, creativity and solutions. This step usually involves
insight are the best options. generating as many ideas as possible
without judging their quality. Once
The following steps include developing
several possibilities have been
strategies and organizing knowledge.
generated, they can be evaluated and
Identifying the Problem narrowed down.
While it may seem like an obvious The next step is to develop a strategy
step, identifying the problem is not to solve the problem. The approach
always as simple as it sounds. In some used will vary depending upon the
cases, people might mistakenly identify situation and the individual’s unique
the wrong source of a problem, which preferences. Common problem-solving
will make attempts to solve it inefficient strategies include heuristics and
or even useless. algorithms.
Some strategies that you might use to Heuristics are mental shortcuts that
figure out the source of a problem are often based on solutions that have
include :Asking questions about the worked in the past. They can work well
problem if the problem is similar to something
you have encountered before and are
Breaking the problem down into
smaller pieces
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often the best choice if you need a fast a fairly unimportant problem, then you
solution. do not want to spend too much of your
available resources on coming up with
Algorithms are step-by-step strategies
a solution.
that are guaranteed to produce a
correct result. While this approach is At this stage, it is important to consider
great for accuracy, it can also consume all of the factors that might affect the
time and resources. problem at hand. This includes looking
at the available resources, deadlines
Heuristics are often best used when
that need to be met, and any possible
time is of the essence, while algorithms
risks involved in each solution. After
are a better choice when a decision
careful evaluation, a decision can be
needs to be as accurate as possible.
made about which solution to pursue.
Organizing Information
Monitoring Progress
Before coming up with a solution, you
After selecting a problem-solving
need to first organize the available
strategy, it is time to put the plan into
information. What do you know about
action and see if it works. This step
the problem? What do you not know?
might involve trying out different
The more information that is available
solutions to see which one is the most
the better prepared you will be to come
effective.
up with an accurate solution.
It is also important to monitor the
When approaching a problem, it is
situation after implementing a solution
important to make sure that you have
to ensure that the problem has been
all the data you need. Making a
solved and that no new problems have
decision without adequate information
arisen as a result of the proposed
can lead to biased or inaccurate
solution.
results.
Effective problem-solvers tend to
Allocating Resources
monitor their progress as they work
Of course, we don’t always have towards a solution. If they are not
unlimited money, time, and other making good progress toward reaching
resources to solve a problem. Before their goal, they will reevaluate their
you begin to solve a problem, you approach or look for new strategies.
need to determine how high priority it
Evaluating the Results
is.
After a solution has been reached, it is
important to evaluate the results to
If it is an important problem, it is determine if it is the best possible
probably worth allocating more solution to the problem. This evaluation
resources to solving it. If, however, it is might be immediate, such as checking
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the results of a math problem to ensure Inquiry-Based Learning: Investigating
the answer is correct, or it can be questions to find solutions.
delayed, such as evaluating the
Case-Based Learning: Analyzing real-
success of a therapy program after
world scenarios to understand
several months of treatment.
concepts.
INDUCTIVE LEARNING
Problem-Based Learning: Solving
Inductive learning, often called problems to learn underlying principles.
discovery learning, is a learner-
Concept Attainment: Identifying
centered approach where students
attributes of a concept through
explore specific examples, data, or
examples and non-examples.
experiences to identify patterns and
infer general rules or principles. It flips Data Analysis: Observing trends in
traditional teaching, fostering deeper data to draw conclusions. Benefits and
understanding, increased engagement, Applications
and better retention. It involves Higher Engagement: Active
observing, hypothesizing, and participation keeps learners involved.
validating.
Better Retention: Concepts learned
Key Aspects of Inductive Learning through discovery are often
Process: Learners observe examples, remembered longer.
identify patterns, hypothesize, and Deep Understanding: Learners grasp
generalize to form rules. the “why” behind rules rather than just
Examples: Using data, images, case memorizing them.
studies, or objects to discover Applications: Commonly used in
principles. science, mathematics, and language
Benefits: Promotes critical thinking, acquisition, as well as machine
long-term retention, and, according to learning, where algorithms identify
the Faculty Focus article, enhanced patterns in large datasets to make
transferability of knowledge to new predictions
contexts. CONCEPT ATTAINMENT
Opposite of Deductive: While Concept attainment is an inductive,
deductive learning starts with a rule constructivist teaching strategy
and applies it, inductive learning developed by Jerome Bruner in 1956,
begins with examples and derives the where students identify the key
rule. attributes of a concept by analyzing
Common Inductive Methods labeled “yes” (positive) and “no”
(negative) examples. By comparing
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and contrasting these examples, Applicable Everywhere: This strategy
students move from guessing to can be adapted for any subject area
defining the concept, which enhances and grade level.
critical thinking, encourages active
Promotes Deep Understanding: By
participation, and strengthens long-
identifying what a concept is not
term retention.
(negative examples), students grasp
Key Aspects of Concept Attainment the core attributes more deeply.
The Goal: Students independently MATHEMATICAL INVESTIGATION
determine the essential attributes and
A mathematical investigation is an
definition of a new concept, rather than
open-ended, student-centered process
being told directly.
of exploring a mathematical situation to
The Process: Teachers present identify patterns, formulate
examples, categorizing them as “Yes” conjectures, and justify findings. Unlike
(fits the concept) or “No” (does not fit), traditional problem-solving, which
allowing students to hypothesize the seeks a single answer, an investigation
underlying rule. focuses on the process of inquiry,
fostering critical thinking, and
Active Inquiry: It is a form of structured
mathematical reasoning. It involves
inquiry that uses inductive reasoning,
systematic data collection,
pushing students to compare, classify,
conjecturing, testing, and generalizing.
and connect new information to prior
knowledge. The teacher:
Four-Phase Structure: Explicitly teaches the mathematics
needed for the task
Presentation: The teacher presents
labeled examples. Explicitly teaches how to use a scaffold
or protocol
Definition & Generation: Students
define the concept and offer new Makes the learning intention and
examples. success criteria clear
Analysis: Students analyze their Invites questions and wonderings
thought process.
Focuses the students on the
Evaluation: The teacher evaluates the mathematical ideas being developed
accuracy of the understanding
makes connections to students’
Benefits of the Strategy previous learning
Develops Critical Thinking: Students Makes connections to other subject
must analyze, compare, and contrast areas
rather than simply memorize.
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Encourages students to work Define: Clearly articulating the
collaboratively mathematical problem based on
research or context.
Monitors students, giving specific
feedback to guide the students further. Ideate: Generating multiple, creative
mathematical solutions or approaches.
The students:
Prototype: Creating physical or digital
Know how to use a particular scaffold
models, graphs, or simulations to
or approach when working on a maths
represent mathematical solutions.
investigation to solve a problem
Test: Evaluating the accuracy and
Know how to work collaboratively and
effectiveness of the prototype and
respectfully
refining it, promoting a trial-and-error
Communicate their ideas and thinking approach to learning.
clearly
Real-World Application: Students apply
Ask questions and respectfully respond mathematical concepts (measurement,
to other’s questions scale, area) to practical scenarios,
Are prepared to struggle and make such as designing a 3D model of a
mistakes in order to make progress in classroom.
their learning. Key Skills Developed: Encourages
DESIGN THINKING critical thinking, collaboration,
communication, and overcoming
Design thinking in mathematics is a failure, allowing students to bridge
human-centered, iterative, and creative abstract logic with tangible outcomes.
problem-solving approach that applies
the five-stage framework—Empathize, Core Principles: The process is non-
Define, Ideate, Prototype, and Test—to linear, allowing students to revisit
mathematical concepts. It shifts math earlier stages based on new insights.
from passive calculation to active, real- This approach transforms math
world application, fostering skills like education into a project-based
collaboration, modeling, and resilience experience that increases engagement
through prototyping solutions. and helps students see the relevance
of mathematical skills.
Key Aspects of Design Thinking in
Math: GAME BASED LEARNING
Five-Stage Process: Game-based learning (GBL) in
mathematics uses digital or physical
Empathize: Understanding user needs, games to actively engage students,
such as identifying a practical problem reducing math anxiety while boosting
that requires mathematical modeling. problem-solving, critical thinking, and
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motivation. By embedding, not just immediately and understand complex
gamifying, math concepts into concepts.
gameplay, it facilitates conceptual
Effective Practice: GBL allows for
understanding and skill practice, often
repeated practice of mathematical
leading to improved academic
skills, helping to solidify understanding
performance.
of concepts like number combinations,
Key Aspects of GBL in Mathematics place value, and patterns.
Definition: GBL uses games for Implementation Strategies
educational purposes to achieve
Alignment with Curriculum: Effective
learning goals, where the game is the
GBL requires selecting games that
learning experience, rather than just
match the specific educational goals
awarding points for tasks.
and learning needs of the students.
Benefits: It significantly reduces
Teacher Role: Teachers act as
mathematics anxiety, increases
facilitators, using games for starters,
student engagement, fosters
concept exploration, or reinforcement.
teamwork, and provides an immediate,
safe environment for trial-and-error Classroom Environment: Games
learning. create a relaxed atmosphere that
encourages students to discuss
Skill Development: Beyond calculation,
strategies, defend their ideas, and
GBL improves logical reasoning,
learn from one another.
strategic thinking, and the ability to
visualize mathematical concepts. USED OF MANIPULATIVES
Types of Games: Both digital (apps, Manipulatives are physical, hands-on
software) and non-digital (board tools like blocks, counters, and
games, card games) are effective for measuring devices used in
teaching, with many students finding mathematics to transform abstract
both types equally engaging. Impact on concepts into tangible, visual
Learning representations. They foster deeper
conceptual understanding, improve
Increased Engagement: Games turn
retention, and increase student
tedious practice into enjoyable
engagement by allowing learners to
activities, which is critical for
explore and model mathematical
addressing the common perception of
relationships before moving to
math as difficult or boring.
abstract, symbolic, or written methods.
Immediate Feedback: Games provide
Benefits of Using Manipulatives
instant feedback on performance,
allowing students to correct mistakes Concrete to Abstract Transition: Helps
students visualize abstract concepts,
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such as place value with base-10 Clear Purpose: Define the goal of the
blocks or fractions with pie pieces. activity and connect the physical
movement directly to the mathematical
Improved Engagement and Retention:
concept.
Actively involves students, making
learning more enjoyable and Scaffolding: Transition students from
memorable, reducing anxiety. concrete (touching) to representational
(drawing) and finally to abstract
Supports Diverse Learners: Provides
(symbols/numbers).
crucial support for kinesthetic and
visual learners, as well as students Encourage Talk: Ask students to
with special needs. explain “why” and “how” they used the
manipulatives to solve a problem,
Enhances Problem-Solving:
promoting mathematical
Encourages experimentation and
communication.
independent exploration to test and
verify mathematical reasoning. Targeted Usage: Use regularly, but
ensure they are used to support
Commonly Used Math Manipulatives
understanding, not just for
Base-10 Blocks: Ideal for entertainment.
understanding place value, addition,
COLLABORATION
subtraction, and multiplication.
Collaboration in mathematics is a
Counters/Two-Color Counters: Useful
pedagogical approach and
for counting, sorting, probability, and
professional practice that emphasizes
exploring even/odd numbers.
teamwork, communication, and
Cuisenaire Rods: Excellent for collective problem-solving over
understanding number relationships, isolated, individual work. By using
fractions, and ratios. strategies like group work and
Geoboards: Used for exploring whiteboards, students deepen their
geometric shapes, perimeter, and area. conceptual understanding and develop
critical thinking skills. This method
Fraction Bars/Circles: Visualizes parts shifts the focus from finding quick
of a whole, equivalence, and fraction answers to discussing, sharing, and
operations. justifying mathematical strategies.
Play Money: Helps with practical, real- Key Aspects of Collaboration in Math
world math skills. Education:
Effective Instructional Strategies Active Discourse: Students learn by
Initial Exploration: Allow students to talking through problems, explaining
“play” with the materials first to become their reasoning, and listening to peers.
familiar with them.
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Classroom Culture: It fosters a safe, Disagreements/Disengagement:
supportive, and inclusive environment Requires setting clear, co-created
where all students can participate and classroom norms and fostering a
share their unique perspectives. supportive community
Problem-Based Learning: Groups work TEACHING BY ASKING
together on challenging, non-routine
Teaching by asking, or inquiry-based
tasks rather than just completing
instruction, is a student-centered
worksheets.
method that replaces direct lecture with
Role of the Teacher: Teachers facilitate targeted, open-ended questions to
learning by prompting discussion, foster deep understanding and active
observing, and guiding, rather than engagement. Teachers use this
merely providing answers. technique, often employing the
Socratic method, to guide students
Effective Structures: Using small,
toward discovering concepts,
heterogeneous groups (often of three)
identifying gaps in knowledge, and
and utilizing vertical, shared spaces
promoting critical thinking.
(like whiteboards) helps maximize
engagement. Benefits of Key Aspects of Teaching by Asking:
Collaborative Math: Purposeful Questioning: Instead of
defining terms, teachers ask questions
Improved Understanding: Builds a
that lead students to define them,
deeper, more robust understanding of
fostering a dialogue rather than a
mathematical concepts.
monologue.
Increased Engagement: Makes
Scaffolding & Probing: Educators use
learning more enjoyable, encouraging,
“staging” questions—sequencing
and less intimidating.
queries from simple to complex—to
Social Skills: Develops essential life help students build on previous
skills like communication, empathy, knowledge.
and working within a team.
Active Engagement: This method shifts
Long-Term Retention: Active the focus to student participation,
participation and dialogue improve encouraging them to voice their
memory of mathematical concepts. thought processes, which helps
Common Challenges and Solutions: teachers assess understanding in real-
Unequal Participation: Mitigated by time.
assigning specific roles within groups Types of Questions: Effective
and using, for example, vertical questions are typically open-ended
whiteboards to encourage equal input. (requiring explanation) rather than
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closed (yes/no). They often start with
“how” or “why” to encourage analysis.
Wait Time: Teachers must provide
adequate time for students to think
before answering, avoiding the
temptation to answer their own
questions
Benefits:
Higher-Order Thinking: Encourages
students to analyze, evaluate, and
create rather than just recall
information.
Improved Retention: Students are
more likely to remember concepts they
discovered themselves.
Immediate Feedback: Allows teachers
to instantly gauge comprehension and
adjust instruction (e.g.,reteaching).
Active Participation: Increases
engagement, especially when
questions are directed to the whole
class rather than just individuals.
Common Pitfalls to Avoid:
“Ping-Pong” Questioning: Rapidly firing
questions at one student.
“Yes/No” Questions: Relying on
questions that do not require deep
thought.
Not Waiting: Answering questions
immediately without giving students
time to process
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