LESSON 1:

Problem Solving and

Mathematics
Education
What I know? What I want to What I have learned?
Know?
 LESSON OBJECTIVES
• articulate a definition of problem solving;

• differentiate between routine and non-routine problems;

• outline the steps in problem solving from personal

practice vis a vis those outlined by Polya and others;

• explain the significance of problem solving in mathematics

education.
 What is Problem-Solving? (Definition and Process)

Problem solving is a complex skill involving curiosity,

creativity, connecting to prior learning, collaborating, critical
thinking and having insight.

Problem solving is a productive and creative human in action.

Just imagine yourself the moment when you say “ah ha” during
discussion as you discover something new yet tricky not
knowing that you are already discovering things as you went
through the process of solving.
 What is Problem-Solving? (Definition and Process)

• Problem-Solving is the process of finding solutions to

difficult or complex issues (Oxford Dictionary)

• Finding a way around a difficulty, around an obstacle, and

finding a solution to a problem that is unknown (Polya,
1945 & 1962)
 What is Problem-Solving? (Definition and Process)
Other definitions
• special importance in the study of mathematics (Wilson, Fernandez and
Hadaway, 2011)
• “…to develop a generic ability in solving real-life problems and to apply
mathematics in real life situations.”

• “…for a deeper understanding of concepts.”

• “Successful mathematical problem-solving depends upon on many factors

and skills with different characteristics.”

• “…many skills are needed for a learner to be effective problem solver.”

 What is Problem-Solving? (Definition and Process)
Other definitions:

• One of the most complex topics to teach (Dendane, 2009).

• “Quantify numerically and spatially natural as well as man-made situations.”

• It has helped in making social economic and technological advances (Dendane).

• Learning facts and contents in mathematics are important but these are not
enough. Students should learn how to use these facts to develop their thinking
skills in solving problems. Special mention for the development of problem-
solving ability has been accepted by mathematics educators (Stanic and
Kilpatrick, 1989) and genuine mathematical problem-solving is one of the most
important components in any mathematics program or curriculum
(Stacey,2005; Halmos, 1980; Cockroft, 1982).
 What is Problem-Solving? (Definition and Process)
Other definitions:

Mathematical problem-solving may help students to improve and develop the

standard ability to solve real-life problems, (Reys et al.2001), to develop critical
thinking skills and reasoning , to gain deep understanding of concepts
(Schoenfeld, 1992; Schoen and Charles, 2003 ) and to work in groups, cooperate
and interact with each other (Dendane).

Dendane
 What is Problem-Solving? (Definition and Process)

Other definitions and processes.

Specifically, it may also improve eagerness of an individual to try to analyze

mathematical problems and to improve their determination and self-concepts
with respect to the abilities to solve;

make the individual aware of the problem-solving strategies, value of

approaching problems in an orderly manner and that many problems can be
solved in more than one; improve individual abilities to select appropriate
solution activities, capacity to implement solution strategies accurately and
abilities to get the correct answer to problems (Hong, Kee and Singh, 2013)
What is problem-
solving for you?
 Problem Solving Strategies

Georg Polya was a mathematics

influencer (an educator) who
strongly believed that skills of
problem can be taught. He worked a
framework known as the Polya’s
Four-Steps in Problem Solving.
 Problem Solving Strategies
The major target of this method is to
help students establish a systematic
strategy in problem solving and relieve
difficulty of fresh learners specially for
those that are of poor mathematical
foundation. He firmly believed that the
most efficient way of learning
mathematical concepts is through
problem solving building students and
teachers become a better problem
solver.
 Problem Solving Strategies

This presents the four-step process that forms the basis of any serious
attempt at problem solving. The Polya’s four step in problem solving
are:
1. Understand the Problem.
2. Devise a plan.
3. Carry out a plan.
4. Look back.
 Problem Solving Strategies
In order to become a problem solver, one should recognize and follow Polya’s
four steps which help to examine each of steps and determine what is involved.
Commonly, a mathematical problem s presented verbally whether orally or
written. We will solve the mathematical problems using mathematical symbols,
then interpret the answer.
 Problem Solving Strategies

Step 1: Understanding the Problem

Sometimes the problem lies in the comprehension the problem itself.
Understand the problem is often neglected as being obvious and is not
even mentioned in many mathematics classes. To help us interpret the
problem correctly, we might consider the following guide questions:
 Problem Solving Strategies
Step 1: Understanding the Problem
Sometimes the problem lies in the comprehension the problem itself.
Understand the problem is often neglected as being obvious and is not
even mentioned in many mathematics classes.
• Is there enough information?
• What is the goal?
• Can you draw figure to illustrate the
• What is asked? problem?
• What is the condition? • Is there any way to paraphrase the problem?
• What sort of problem is it? • Do you understand all the words used in
stating the problem?
• What is known or unknown?
• Do you need to ask the question to get the
answer?
 Problem Solving Strategies
Step 2: Devise a Plan
Devising a plan (translating) is a way to solve the problem by
picturing how we are going to attack the problem. These are the
several devices based on the book of Polya.

• Act it out. • Make a list or table/chart.

• Be systematic. • Draw a picture/diagram.
• Consider special cases. • Apply variable such a x.
• Work backwards. • Innovate/look for formula.
• Eliminate possibilities. • Write an equation (or model).
• Conduct/perform an • Look for a pattern or patterns.
experiment.
 Problem Solving Strategies
Step 2: Devise a Plan
Devising a plan (translating) is a way to solve the problem by
picturing how we are going to attack the problem. These are the
several devices based on the book of Polya.

Use direct or indirect reasoning.

Solve simple version of the problem.
Guess and check your answer (trial
and error).
 Problem Solving Strategies
Step 3: Carry out the Plan.
In carrying out the plan (solve), we need to execute the equation we came up from
the second step (Devise a Plan). The major ticket is to persevere and carefully
analyze, even if we are enough skills. One error in the first step wouldn’t make it
solve the problem, accurately.
Implement strategies.
Be patient.
Try another strategy if the first one isn’t
Work carefully. working.
Modify the plan or try a new plan. Keep a complete and accurate record of
Keep trying until something works. your work.
Be determined and don’t let discourage if
the plan does not work immediately.
 Problem Solving Strategies
Step 4: Look Back.
This step helps in identifying if there is a mistake in a solution. Its time to reflect
and look back at what is done, what worked, and what didn’t.

Look for an easier/ less complicated solution.

Does it answer the question?
Does the answer make sense?
Review any computed value involved in the solution.
 Problem Solving Strategies
Step 4: Look Back.
This step helps in identifying if there is a mistake in a solution. Its time to reflect
and look back at what is done, what worked, and what didn’t.

Interpret the solution with the facts of the problem.

Can the solution be extended to a more general case?
All situations related to the problem should be emphasized.
Are there any other solution aside from this?
Is the solution consistent in the content of what is asked?
 What are your
personal practices on
problem solving?
 WHAT IS HEURISTIC?
a. Search for a Pattern and formulate g. Choose Effective Notation
conjectures
f. Work Backward
b. Make a Diagram
g. Pursue Parity
c. Organize Data and Use Logic
d. Modify the Problem h. Color and Prove
e. Divide into Cases
f. Consider Extreme Cases
g. Look for Symmetry