PROBLEM
SOLVING
Xianne Keziah M. Catan
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.
PROBLEM
SOLVING?
PROBLEM
SOLVING
Problem solving is the act of defining
the problem, diagnosing the
problem’s root cause, identifying and
implementing a solution, and
sustaining results.
T H I NK
Problem-solving
strategy
The problem-solving strategy in teaching
mathematics is a powerful approach where students
are presented with real-world problems that they have
not yet encountered before. These problems are
intentionally designed to be unfamiliar, so that
students cannot simply rely on memorized formulas or
procedures. Instead they are encourage to explore,
analyze, and collaborate with their peers to develop
possible solutions.
THE
THREE
MAIN The word problem
ELEMENTS
The time given for students
to struggle with the problem
OF The mathematical discourse
that happens during the
PROBLEM- struggle and during the
proccessing of the student-
generated solutions.
THE WORD
PROBLEM
THE WORD
PROBLEM
• In many Filipino classrooms, word problems are given
after the lesson, and students simply copy the
teacher’s solution. This is not real problem-solving
since the answer is already patterned on the teacher’s
example.
• In the problem-solving strategy, the word problem
should be given at the start of the lesson. The problem
must connect to the target concept but can also be
solved using prior knowledge.
• For younger learners, it’s better to tell the problem as
a story rather than just writing it on the board, since
reading and comprehension may get in the way.
Teachers can use storytelling, drawings, or real objects
to make the problem more engaging and easier to
understand.
THE TIME
GIVEN
THE TIME GIVEN TO
STRUGGLE WITH
THE PROBLEM
Students should be given time to struggle
with the problem by collaborating, sharing
ideas, and applying prior knowledge
through words, equations, or drawings.
Since critical thinking can be difficult,
especially at first, the teacher must
encourage creativity, reassure students
that there are many possible solutions, and
emphasize that what matters is the
reasoning behind their steps.
THE MATHEMATICAL
DISCOURSE
THE MATHEMATICAL
DISCOURSE
The mathematical discourse is when
students discuss and solve problems in
groups. The teacher listens, guides
only when needed, and avoids giving
direct hints. Students explain, defend,
and correct each other’s ideas,
showing different solutions. The
teacher’s role is to connect these
varied answers to the lesson’s main
concept, which requires strong subject
knowledge.
All the student-generated solutions, as long
REMEMBER! 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
A Teacher’s
• As aRoles:
facilitator
• As a motivator
• As a guide
• As a assessor
• As a scaffold or
support
ACTIVITY:
Study the following lesson plan on pages
40-42 in your book. After make your own
mini lesson plan that only involves
problem solving.
Use the given lesson plan in your book
as a guide.
The problem-solving strategy in teaching mathematics emphasizes giving
students real-world, unfamiliar problems that cannot be solved by rote
memorization. Instead, students must explore, analyze, collaborate, and
reason to develop solutions.
Three Main Elements of Problem-Solving:
[Link] Word Problem
SUMM
[Link] Time Given
[Link] Mathematical Discourse
Teacher’s Roles:
• Facilitator
ARY
• Motivator
• Guide
• Assessor
• Scaffold/Support
Key Reminder:
All correct student-generated solutions should be valued and used to build
toward the lesson’s objective. Processing and connecting these varied
solutions is where the teacher’s expertise is crucial.
THANK
YOU!
B for blur C for confetti
PRESS D for a drumroll M for mic drop
THESE
KEYS
O Q
WHILE for bubbles for quiet
ON Any number from
PRESENT U for unveil
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MODE!