Problem Solving in Mathematics
WHY PROBLEM SOLVING?
• Problem solving is the most basic of mathematical skills- the reason for studying mathematics • Problem solving is an integral part of the larger area of critical thinking, which is universally accepted goal for all education • Problem solving shows an interaction between mathematical ideas • In the classroom can lessen the gap between real world problem and the classroom worlds and thus set more positive mood in the classroom.
WHAT IS PROBLEM?
The normal process for solving a problem will initially involve defining the problem we want to solve. We need to decide what we 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. Merely writing down the problem forces us to think about what we are actually trying to solve and how much we want to achieve. The first part of the process not only involves writing down the problem to solve, but also checking that we are answering the right problem. It is a check-step to ensure that we do not answer a side issue or only solve the part of the problem that is most easy to solve. People often use the most immediate solution to the first problem definition that they find without spending time checking the problem is the right one to answer.
• A problem is a task for the person confronting it • Wants or need to find a solution • Has no readily available procedure for finding a solution and • Must make an attempt to find a solution.
Charles & Lester (1982)
TYPES OF PROBLEMS
• ROUTINE PROBLEM • NON- ROUTINE PROBLEM
ROUTINE PROBLEM
From the curricular point of view, routine problem solving involves using at least one of the four arithmetic operations and/or ratio to solve problems that are practical in nature. Routine problem solving concerns to a large degree the
• Problem solving is the most basic of mathematical skills- the reason for studying mathematics • Problem solving is an integral part of the larger area of critical thinking, which is universally accepted goal for all education • Problem solving shows an interaction between mathematical ideas • In the classroom can lessen the gap between real world problem and the classroom worlds and thus set more positive mood in the classroom.
WHAT IS PROBLEM?
The normal process for solving a problem will initially involve defining the problem we want to solve. We need to decide what we 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. Merely writing down the problem forces us to think about what we are actually trying to solve and how much we want to achieve. The first part of the process not only involves writing down the problem to solve, but also checking that we are answering the right problem. It is a check-step to ensure that we do not answer a side issue or only solve the part of the problem that is most easy to solve. People often use the most immediate solution to the first problem definition that they find without spending time checking the problem is the right one to answer.
• A problem is a task for the person confronting it • Wants or need to find a solution • Has no readily available procedure for finding a solution and • Must make an attempt to find a solution.
Charles & Lester (1982)
TYPES OF PROBLEMS
• ROUTINE PROBLEM • NON- ROUTINE PROBLEM
ROUTINE PROBLEM
From the curricular point of view, routine problem solving involves using at least one of the four arithmetic operations and/or ratio to solve problems that are practical in nature. Routine problem solving concerns to a large degree the