Lesson 7: Problem Solving

Approaches to problem solving

 Teaching about problem solving
 Teaching for problem solving
 Teaching through problem solving
 Routine problems

Teaching about problem solving

This approach gives emphasis on the general methods of analysing and solving problems as well
as different problem solving strategies in the context of a problem situation.
George Polya’s model of general guidelines in problem solving are given as:

Stage 1: Read stage: Understand the problem -Read identify and understand the
question/problem. Misinterpreting the question has been and continues to be one of the main
causes of the inability to solve problems correctly. At this stage, the students should be able to
read the question\problem very carefully-if possible the problem should be read several times
until it is understood in terms of: Meaning of all the words and the wording of a problem,
Technical terms should be defined. Identify all the needed and unneeded details, the known and
unknown facts. Whether the problem can be restate in a different way, or the kind of problem
whether it is related to one solved earlier.
Stage 2: Plan stage: Devising a plan or strategy to solve the problem. This involves finding
relationship between given and unknown data and determining the strategy to solve the problem.
Devising a plan or strategy for solving the problem. Involves method\strategy\plan of solving the
problem. This involves the relationship between known and unknown data. The student has to
figure out to organise his data. The student should consider the following questions:
 Can data be organised into a pattern by using a diagram, chart, figure, mathematical
sentence or an equation.
 Is it a similar problem or different from previously solved problems. What formulae,
theorems, principles etc apply to problems of this kind
 Can the problem and the conditions be modified or simplified by using an analogue
 Can similar problems be found in a textbook?
Stag 3: Execution stage Carrying out the plan to solve the problem to solve the problem
Involves organising the data and systematically doing the necessary computations while taking
care to adhere to the given conditions i.e. applying algorithms accurately and logically
Stage 4: verify stage. Looking back at the computed solutions to review and discuss the
results-Verifying whether conditions are satisfied or not. Ask the following questions:
 Is there a generalisation of the result that can be used in other similar problems?
 Is the answer reasonable?
 Could any method or solution be used?
  When, where and what were the stumbling blocks? And how could they be resolved in
the future?
 What kind of reasoning and strategy\method of finding the solution was used?
 Under what conditions might the problem or similar problems be solvable, unsolvable,
trivial or meaningless?
 Is it possible to check the answer?
 What facts should be noted for future reference?
There are several problem solving strategies to be used for verification e.g. draw a diagram,
guess and check, make an organised list, look for a pattern, make simpler problem, work
backwards, logical reasoning, look at extreme cases, setting up equations, solve similar problem
and simulation experiment. Using Polyas model, the students should be supported to think about
various tactics, patterns, techniques and strategies availed to them. Looking back as a part of
problem solving promotes learning as students can extend problems, extend solutions, extend
processes and develop self-reflection.

In general the four steps discussed come out naturally with practise. However there are times
when the student gives up and retreat. This is because of the teacher’s failure to consider the key
ideas involved in teaching problem solving.

Teacher’s role in problem solving:

 Provide good climate for learning problem solving
 Establish and maintain student motivation
 Show students how to devise plans\strategies in order to solve problems
 Show students how to carry out their plans in problem solving

Teaching for problem solving

This approach gives emphasis on the teaching of mathematical concepts and skills needed to
solve word problems. It focuses on problem solving as an instructional goal.
Teaching through problem solving
This approach emphasises on the learning of new mathematical concepts in the context of
solving problems. The approach focuses on problem solving as an instructional method.
NB To become a good problem solver in mathematics, it is important to have an extensive
knowledge based on mathematical domain, algorithms and repertoire of heuristics.

Question: Give an example of a problem that focuses on the problems solving as an

instructional goal.

TYPES OF PROBLEMS
A) Routine problems-These are problems that demand the use of knowledge already acquired by
a student in narrow synthetic contexts. They include exercises in textbooks or teacher made.
They are classified into:
1. Recognition exercises- These are simple recall of facts, definitions, statements of
theorem. Recognition problems do not have specific answers or solutions. E.g. Give an
example of a proper fraction >2\3. Give an example of a polynomial of degree 5 with 3
terms (y=4x5+3x4+2)
2. Algorithm exercises-These are solved with systematic or step-wise procedures.
Algorithms exercises give problems that enable students to develop thinking skills. E.g.
Calculate the following:
1. 1/1.2+1\2.3
2. 1/1.2+1\2.3+1\3.4
3. 1/1.2+1/2.3+1/3.4+1/4.5
4. 1/1.2+1/2.3+1/3.4+1/4.5+1/5.6+………..+1/99.100+1/(n-1).n
3 Application problems- these are the traditional word problems which involve the use of
algorithms. Application problems, give problems to develop thinking skills. E.g. Njoroge thinks
that half the students from his school are accepted at the public university nearby. Also half are
accepted at the local private college. Njoroge thinks that this adds up to 100%; he will surely be
accepted at one or the other institution. Explain why Njoroge may be wrong. If possible, use a
diagram in your explanation.
These types of routine problems should be re-stated or re-worded in order to stimulate thinking
skills among the students.

B) Open-ended questions- The problem allows the students to give more than one correct
answers. They can be categorical as:

The process is open

Problem Solutio
n
Process\method open

The end results are open

solution

Problem
solution

solution

End results or solution open

Problem activity is open

problem

Problem problem
 problem

E.g. A picture that measures 12cm by 18cm is enlarged to 4 times its area. What are the new
dimensions? (End results are open)

C) Problem situations
This type of problem does not explicitly state what the problem is but rather requires the solver
to think about it and to pose to the problems for example: Performance in mathematics national
examination is poor.

D). Discovery\guided discovery problems and puzzles

E.g. For what values of K is (x-1) a factor of x2-6x+k
Activity: Design an open ended problem for each of the 3 categories; methods; open, solution
open, activity open
Ref: G. Polya (1973) How to solve it, Princeton University New Jersey

Strategies\Techniques for solving problems

Objective:
To state the strategies of teaching problem solving
To discuss the effectiveness of the strategies and design implementation strategies.
To effectively integrate problem solving in the classroom, the following techniques of teaching
problem solving should be observed:
a) Model positive attitude for the students: include sharing excitement, satisfaction, sense
of accomplishment of successfully solving problem unusual but relevant problems like
puzzles, magic should in once in a while be used. Field trips where students can see
mathematics for daily life use will establish and maintain student motivation and hence
their attitude.
b) Choose problems carefully- Pay special attention to interest and level of difficulty.
Provide some problems in which success is assured for each student especially the poor
ones and at the same time prepare them for any difficulties which might arise because of
their inability to solve a given problem.
c) Put students in small groups and allow them to work together on problem solving
exercises
d) Identify wanted given and needed information mandatory understanding before
embarking on problem; it will be necessary to show data using a table list.
 Wanted solution Given (information Needed information
presented in the (not presented in the
problem) question)

e) Pose problem- This should be done in such a way that students clearly understand what is
expected of them. (No matter how motivated, instruction must be clear, ask students to repeat
directions, check understanding, and explain vocabulary).

f) Present a wide range of problems. Similar problems can be boring. Practise should be
done only until when mastered. After this challenging problem must be done for curiosity
g) Present problems often. Problem solving should not be seen as an isolated skill.
h) Provide opportunities for students to structure and analyse problems.
i) Provide opportunities to solve different problems with the same strategies.
E.g. Practise for mastery of given strategy, develop a sense that strategies are possible are
flexible and can be used widely have choice about how to solve the problem.
j) Help students select a certain strategy for a particular problem. Use ‘’think- aloud’’
method ask questions such as ‘’what are you doing? Why are you doing it and how is it helping
you’’
k) Help students recognise problems that are related. Structure related problem created by
varying data. List the key words and features.

l) Allow students plenty of time to solve problems discuss results and reflect on problem
solving process. Need to discuss method and rationales.
m) Demonstrate to students how they can estimate and test the answers especially when
they range of results is not immediately obvious e.g. working backwards and using alternative
methods
n) Discuss how the problem may have been solved differently- A variety of results will
result in correct solutions. Ask what other strategies they could have used.