PROBL
EM
SOLVING
CHAPTER 1:
Mathematical problem solving has long
been seen as an important aspect of
mathematics, the teaching of mathematics,
and the learning of mathematics. It has
infused mathematics curricula around the
world with calls for the teaching of problem
solving as well as the teaching of
mathematics through problem solving. And
as such, it has been of interest to
mathematics education researchers for as
long as our field has existed.
In recent years there has been
increased emphasis on higher-
order skills. In very brief summary,
we want students to learn some
facts, but we also want them to
learn to think and solve problems
using the facts
In recent years there has been
increased emphasis on higher-
order skills. In very brief summary,
we want students to learn some
facts, but we also want them to
learn to think and solve problems
using the facts
Often the "thinking" that we want
students to do is to recognize, pose,
and solve complex, challenging
problems. Thus, one of the goals of
education is to help students to get
better at posing, representing, and
solving problem
However, in general, as one gains
experience in solving problems, one
develops one's own techniques and
strategies, though they are often intangible.
Thus the guessing is not an arbitrary
guessing but an educated one. In this
chapter we are going to learn a framework
for problem solving and get a glimpse of
strategies that are often used by experts.
WHAT IS PROBLEM SOLVING?
Problem solving is the act of
defining a problem; determining the
cause of the problem; identifying,
prioritizing, and selecting
alternatives for a solution; and
implementing a solution.
Problem solving is the process of
identifying an existing problem,
determining the root cause or causes
of the problem, deciding the best
course of action in order to solve the
problem, and then finally implementing
it to solve the problem
It is part of one whole area of the subject
that, until fairly recently, has largely passed
unnoticed in schools around the world.
Mathematics consists of skills and
processes. The skills are things that we are
all familiar with. These include the basic
arithmetical processes and the algorithms
that go with them. They include algebra in
all its levels as well as sophisticated areas
such as the calculus. This is the side of the
subject that is largely represented in the
The Problem Solving Process
The process is only a guide for problem solving. It is
useful to have a structure to follow to make sure that
nothing is overlooked. Nothing here is likely to be
brand new to anyone, but it is the pure
acknowledgement and reminding of the process that
can help the problems to be solved.
Problem
Definition
The normal process for solving a problem will
initially involve defining the problem you want to
solve. You need to decide what you want achieve
and write it down. Often people keep the problem
in their head as a vague idea and can so often
get lost in what they are trying to solve that no
solution seems to fit.
PROBLEM ANALYSIS
The next step in the process is often to check where
we are, what is the current situation and what is
involved in making it a problem. For example, what
are the benefits of the current
product/service/process? And why did we decide to
make it like that? Understanding where the problem
is coming from, how it fits in with current
developments and what the current environment is,
is crucial when working out whether a solution will
actually work or not.
Generating possible
solutions
When you have discovered the real problem that you
want to solve and have investigated the climate into
which the solution must fit, the next stage is to
generate a number of possible solutions. At this
stage you should concentrate on generating many
solutions and should not evaluate them at all. Very
often an idea, which would have been discarded
immediately, when evaluated properly, can be
developed into a superb solution.
Analyzing the
solutions
This section of the problem solving process is where
you investigate the various factors about each of the
potential solutions. You note down the good and bad
points and other things which are relevant to each
solution. Even at this stage you are not evaluating
the solution because if you do so then you could
decide not to write down the valid good points about
it because overall you think it will not work.
Selecting the best solution/s
This is the section where you look through the various
influencing factors for each possible solution and
decide which solutions to keep and which to disregard.
You look at the solution as a whole and use your
judgement as to whether to use the solution or not. In
Innovation Toolbox, you can vote using either a
Yes/No/Interesting process or on a sliding scale
depending on how good the idea is. Sometimes pure
facts and figures dictate which ideas will work and
which will not.
Planning the course of action
This section of the process is where you write down what
you are going to do next. Now that you have a potential
solution or solutions you need to decide how you will
make the solution happen. This will involve people doing
various things at various times in the future and then
confirming that they have been carried out as planned.
K-12 Mathematics Framework
There are five content areas in the
curriculum, as adopted from the framework
prepared by MATHED &SEI (2010):
• Numbers and Number Sense
• Measurement
• Geometry
• Patterns and Algebra
• Probability and Statistics
The specific skills and processes to be
developed are:
• Knowing and Understanding
• Estimating
• Computing and Solving
• Visualizing and Modelling
• Representing and Communicating
• Conjecturing
• Reasoning
• Proving and Decision-Making
• Applying and Connecting
The following values and attitudes are
to be honed as well:
•Accuracy
•Creativity
•Objectivity
•Perseverance
•Productivity
We recognize that the use of
appropriate tools is needed in teaching
Mathematics. These include:
• Manipulative objects
• Measuring devices
• Calculators and computers
• Smartphones and tablet Pcs
• And the Internet
We define context as a locale, situation
or set of conditions of Filipino learners
that may influence their study and the
use of Mathematics to develop critical
thinking and problem solving skills.
Contexts refer to beliefs, environment,
language and culture that include
traditions and practices, and learner9s
prior knowledge and experiences.
The framework is supported by the
following learning principles and
theories:
●Experiential and Situated Learning
●Reflective Learning
●Constructivism
●Cooperative Learning Discovery and;
●Inquiry Based Learning
The twin goals of Mathematics in the basic
education levels, K to 10 are Critical Thinking
and Problem Solving. We adopt the definition of
critical thinking by Scriven and Paul (1987),
Critical Thinking is the intellectually disciplined
process of actively and skillfully
conceptualizing, applying, analyzing,
synthesizing, and/or evaluating information
gathered from, or generated by observation,
experience, reflection, reasoning, or
communication, as a guide to belief and action.
FACTORS
Affecting Problem
Solving:
1. Nature of the problem:
A mathematical problem is a procedure, which
requires you to discover which information is given,
to rank the given points, to find what the problem
asks you to do and then solve it. The given
information should be clear and accurate so that all
the student understand what has to be done.
Problem solving is the achievement of a goal, either
set by the problem solver or by others. Teaching via
problem solving canbe feasible only if student know
the mathematical, procedures.
Otherwise, if students do not know how to
solve procedural exercises, they will be very
disappointed and they will not have the
motivation to try and solve more difficult
problems. Both finding a problem9s solution
and the journey towards the solution are
important. The correct answer matters a lot
since in the future, students will be asked to
take mathematics exams, for which they
have to achieve a high mark. If the steps they
follow are correct but still the answer is
Degree of difference
between the initial and the
goal state:
In such situations problem
space is more disorganized and
the operator is required to take
Functional fixedness:
Functional fixedness is the inability to
realize that something known to have a
particular use may also be used to
perform other functions. When one is
faced with a new problem, functional
fixedness blocks one9s ability to use old
tools in novel ways.
Lessons from Research Studies on
Implementing Problem Solving
Please click and the links below:
●[Link]
12412455_Developing_problemsolving_
skills_in_mathematics_a_lesson_study
●[Link]
le/pii/S2452301116300062
●[Link]
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