Integrating Problem Solving
Problem solving should be incorporated into lessons throughout the year, not taught as
a separate unit or lesson. Fully integrating problem solving in the classroom gives students
"the chance to solidify and extend what they know and … can stimulate mathematics
learning" (National Council of Teachers of Mathematics2000, p. 52)."
A problem-solving activity must ask students to determine a way to get from what is known
to what is sought. If students have already been given ways to solve the problem, it is
not a problem, but practice. A true problem requires students to use prior learnings in new
ways and contexts. Problem solving requires and builds depth of conceptual understanding
and student engagement.
Standards related to problem solving proposed by the NCTM indicate that instructional
programs from Kindergarten through Grade 12 should enable all students to …
… build new mathematical Good problems give students the chance to solidify and
extend what they know and, when well chosen, can
knowledge through problem stimulate
solving mathematics learning.
… solve problems that arise in Good problem solvers tend naturally to analyze situations
carefully in mathematical terms and to pose problems
mathematics and in other based on situations they see. They first consider simple
contexts cases before trying something more complicated, yet they
will readily consider a more sophisticated analysis.
… apply and adapt a variety of As with any other component of the mathematical tool
appropriate strategies to solve kit, strategies must receive instructional attention if
problems students are expected to learn them. In the lower grades,
teachers can help children express, categorize, and
compare their strategies. Opportunities to use strategies
must be embedded naturally in the curriculum across the
content areas. By the time students reach the middle
grades, they should be skilled at recognizing when
various strategies are appropriate to use and should be
capable of deciding when and how to use them.
… monitor and reflect on the Effective problem solvers constantly monitor and adjust
process of mathematical what they are doing. They make sure they understand the
problem solving problem. If a problem is written down, they read it
carefully; if it is told to them orally, they ask questions
until they understand it. Effective problem solvers plan
frequently. They periodically take stock of their progress
to see whether they seem to be on the right track. If they
decide they are not making progress, they stop to
consider alternatives and do not hesitate to take a
completely different approach.
Adapted with permission from Principles and Standards for School Mathematics (pp. 52, 53,
54), copyright 2000 by the National Council of Teachers of Mathematics.
Roles of Teacher and Student
The teacher and the students have distinct roles in the development of problem solving
strategies, for example:
The teacher … The student …
• allows the students' to explore • explores the problem
where their observations and • from the exploration, develops
questions may take them models and methods of thinking
• encourages multiple approaches about the problem
• allows time for communication and • from these models and methods,
reflection about strategies develops his or her reasoning and
• asks questions that uncover proves his or her thinking to be
students' thinking reasonable and valid
• presses for the students' reasoning • discusses his or her reasoning and
behind the process. solutions
Adapted from Nicole R. Rigelman, "Fostering Mathematical Thinking and Problem Solving:
The Teacher's Role." Adapted with permission from Teaching Children Mathematics (13, 6,
February 2007, p. 312), copyright 2007 by the National Council of Teachers of Mathematics.
All rights reserved.