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Effective Problem-Solving Strategies

This is helpful to know about problem solving.

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RhealynBalboaLopez
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22 views4 pages

Effective Problem-Solving Strategies

This is helpful to know about problem solving.

Uploaded by

RhealynBalboaLopez
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Problem Solving

Objective

Plan a lesson that uses problem-solving strategy

Introduction

Not all word problems promote problem-solving skills. In this lesson, you will
learn the characteristics of a good word problem, when it is best to give a
word problem and how to process students' varied solutions.

Think

The problem-solving strategy involves students being challenged to


collaborative solve real-world math problems which they have not yet
previously encountered. It is student-centered and promotes critical and
creative thinking skills, problem-solving abilities, and communication skills.
The integral part of this strategy is the time given to the students to struggle
with the problem and its beauty is in the varied solutions that the students
would produce.

There are three main elements of problem-solving that you should take note
of (1) the word problem, (2) the time given for the students to struggle
with the problem and (3) the mathematical discourse (speech, dialogue)
that happens during the struggle and during the processing of the
student-generated solutions.

The word problem

In many Filipino classrooms, word problems are given at the end of the lesson
and students are expected to answer them by applying the concept or skills
that had just been taught to them. In most cases, the teacher first
demonstrates how to solve a problem and then the students would
independently answer a problem. In this practice, the students are not
doing problem-solving-they already know how to solve the problem!
They know that the just-taught lesson is the key to demonstrated. similarly-
structured solve the problem and they pattern their solutions to what the
teacher leausing the problem-solving strategy, the problem serves as the
starting point of the learning experience. Therefore, it is given at the beginning
of the lesson. The challenge for you, the teacher, is to choose or create a
problem, which can be solved using the target concept of the lesson at hand
but can also be answered using previously learned knowledge and skills.

How you present the problem also matters especially for the primary grades.
It is not always helpful to introduce the problem by posting it on the board;
doing this may intimidate some students and reading and comprehension
skills may intervene. Instead, it is suggested to narrate the problem in a story-
telling manner to engage the learners. Encourage the students to imagine the
scenario and allow them to clarify information if they find some details
confusing. Showing drawings or real objects might help.

The time given to struggle with the problem

The goal is for the students to collaborate-share their ideas with each other- to
come up with a solution. Encourage the students to use their previously-
learned knowledge and skills to solve the problem, and to communicate their
ideas with their classmates through words, equations, and/or illustrations. It is
natural for the students to find this phase burdensome especially when it is
their first time to engage in such an activity; critical thinking and
communicating ideas are not easy tasks after all. So, it is the task of the
teacher to encourage the students to think out of the box. Tell the students
that there is more than one way to solve the problem, so they do not need to
worry about their solution being wrong as long as every step they did is
meaningful in solving the problem.

The mathematical discourse

This is the most exciting element of the problem-solving strategy. While the
students are working in small groups to solve the problem, you get to move
around and enjoy the mathematical talk that the students are engaging in . Of
course, you may intervene in the students' discussions when corrections and
clarifications are needed but be careful not to give hints. It may be tempting to
do so especially when the students are struggling but do not. As you
encourage your students to think, believe that they actually can. Allow
yourself to be amazed at how the students would defend their thinking, correct
each other's ideas, and figure things out on their own.

Remember that all the student-generated solutions, as long as correct, can be


directed to the concept or skill that is the objective of the lesson. The
challenge is how you would process those various solutions, make sense of
each of them, and use them to generalize or come up with a solution that
makes use of the knowledge/skill that is the objective of the lesson. In this
phase comes the importance of the teacher's fluency of the subject matter.
Experience

Study the following lesson plan. Take note that the plan only shows the
development of the lesson, which involves the problem-solving strategy. Other
pant are not included.

Topic: Apply properties of multiplication to mentally multiply whole numbers


up to two digits

Grade level: 3

Target learning competency: By the end of the lesson, the learners will be
able to mentally multiply whole numbers up to two digits.

Prerequisite knowledge and skills:

Multiplication of whole numbers up to two digits

Presentation of the problem:

Mentally multiply 18 and 5.

Present the problem above in a narrative approach which will engage the
students. See an example below.

"Hannah is next in line to pay at the counter. She will buy 5 pieces of bread
which cost 18 pesos each. She would like to know how much she needs to
pay for all the bread. Her hands are full so she couldn't write her solution nor
use her phone calculator. She needs to solve mentally! If you were in
Hannah's shoes, how would you solve it?"

Generation of solutions:

Students will work in pairs or triads. Encourage the students to think about the
problem and share their thoughts with their classmates. Assure them that
there is no one right solution. They may do calculations or draw; any solution
is welcome as long as they can explain why they did such.

The problem calls for mental calculations but for the sake of discussion and to
facilitate mathematical communication through writing, instruct the students to
write down their thoughts as they explain to their groupmates/partner.
Summary

Not all word problems develop problem-solving skills. A good use of the
problem solving strategy involves a realistic problem, ample time for students
to think about the problem, and a venue to engage students in mathematical
discourse.

Common questions

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Teachers can encourage diverse problem-solving methods by creating a safe environment where students understand that multiple solutions are valid as long as they are logical and relevant. By actively listening, prompting students to consider alternative methods, and affirming various approaches, teachers promote creative thinking. They should facilitate but refrain from steering the discussion to lead students to a specific solution .

Students might face challenges such as overcoming intimidation, lack of confidence, and difficulty in articulating and sharing ideas. Teachers can mitigate these by encouraging open communication, fostering a culture that values all contributions, and reassuring students that struggling is part of learning. Offering structured support without taking away the problem-solving process helps ease the transition .

The narrative approach in presenting a word problem can significantly enhance student motivation and understanding by embedding the problem in a relatable context. This strategy aids comprehension by making problems less abstract and more tangible. Familiar scenarios can stimulate students' imaginations and encourage them to engage more deeply, as they might see the problem's relevance to real-life situations . Context in this strategy provides a meaningful backdrop that aids students in visualizing and solving the problem, bridging the gap between theoretical concepts and practical application.

Educators can effectively present word problems by narrating them in a storytelling manner rather than simply writing them on the board. This approach helps to engage students and reduces intimidation. Additionally, providing visual aids such as drawings or real objects can assist in comprehension. Encouraging students to ask questions to clarify confusing details also enhances understanding .

Teachers should process varied student-generated solutions by analyzing each one to ensure it relates to the learning objectives. They should guide students in making sense of the different approaches and help them generalize or connect the correct solutions back to the lesson's target concept or skill. This requires the teacher's thorough understanding of the subject matter to effectively facilitate discussion and synthesis .

Mathematical discourse contributes to student learning by allowing students to articulate and defend their problem-solving approach, analyze peers' reasoning, and refine their own understanding through dialogue. This interaction fosters deeper engagement and critical thinking skills and helps solidify learned concepts as students gain insight from multiple perspectives .

The problem-solving strategy challenges the traditional role of the teacher by positioning them as facilitators rather than direct instructors. Teachers resist the urge to provide immediate solutions or hints and instead foster an environment where students critically think and explore various solutions independently or collaboratively. This approach contrasts the traditional method where teachers primarily demonstrate and students follow prescribed solutions .

Allowing students time to 'struggle' with word problems is crucial because it promotes critical and creative thinking, problem-solving abilities, and communication skills. In a collaborative setting, students share and refine ideas, which fosters deep understanding and retention. The struggle also encourages students to apply previously learned knowledge in novel situations, reinforcing their learning and confidence in problem-solving .

A good word problem for developing problem-solving skills serves as a lesson's starting point, not merely an application of previously taught concepts. It challenges students to use both new and existing knowledge in creative and critical ways. The problem should be realistic and open to multiple solutions, encouraging students to engage in meaningful mathematical discourse .

The three main elements of a successful problem-solving strategy are: (1) the word problem, which should serve as the starting point of the lesson, (2) the time allocated for students to collaboratively struggle with the problem, and (3) the mathematical discourse, which involves students discussing and defending their solutions during and after the problem-solving process .

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