PROBLEM SOLVING

WHAT IS A PROBLEM ???

A problem is a

problem because you dont know how to solve it

WHAT IS A PROBLEM ???

A task for which the person confronting it : wants or needs to find a solution has no readily available procedure for finding a solution, and must make an attempt to find a solution

WHAT IS A PROBLEM ???

a problem for one person is not necessarily a problem for another

Examples of problems
Poor Pam has measles. She has one spot on her chin, one spot on each leg, one spot on each arm and one spot on her tummy. How many measles spots does Pam have ? The next morning, Pam wakes up with even more spots! Now she has two on her chin, two on each arm and each leg, and two on her tummy. How many spots does she have now?

Examples of problems
Rosey and Ratu were hunting around in the family car. They each collected together all the marbles that they could find. That night Rosey and Ratu sorted and counted the marbles. They found that when they counted by fours they had three left over; when they counted by fives they had none left over; when they counted by threes they had none left over. Their father knew they had less than 18 marbles. How many marbles had they collected?

What are some possible problems face by school children?

something about the wording ? where to get started ? no obvious strategy What is the right piece of mathematics to use ? How to use them correctly or put them together to come up with a solution

TYPES OF Mathematical PROBLEMS

1. NON-ROUTINE PROBLEMS 2. ROUTINE PROBLEMS

ROUTINE PROBLEMS
Merely involved an arithmetic operation Presents a question to be answered Gives the facts or numbers to use Can be solved by direct application of previously learned algorithms The basic task is to identify the operation appropriate for solving the problem.

Example of Routine Problems

What is the area of a 100 meter x 1000 meter car lot ? An employee makes RM8.50 per hour. How much will the employee makes in 40 hours? What is the product of 269 x 76 ? Ahmad has 11 marbles and Cheah has 7 marbles. How many more marbles does Ahmad has than Cheah

NON-ROUTINE PROBLEM unusual problem situation not aware of any standard procedure for solving it need to create a procedure to do so, he or she must
collect appropriate information identify an efficient strategy use strategy to solve the problem

NON-ROUTINE PROBLEM
call for the use of processes far more than those of routine problems Use of strategies involving some nonalgorithmic approaches Can be solved in many distinct ways requiring different thinking processes

Example of non-routine problems :

How much paper of all kinds does your school uses in a fortnight?

Approximately how many hairs are there on your head ?

WHAT IS PROBLEM SOLVING ?

Problem solving is the process of applying previously acquired knowledge, skills, and understanding to new and unfamiliar situations. Problem solving is the process used to find an answer to a statement or a question

Hamada, R.Y. & Smith

WHAT IS PROBLEM SOLVING?

Find a way
where no way is know off hand out of difficulty around an obstacle

Attain a desired end, by appropriate means

WHY A SPECIAL EMPHASIS ON PROBLEM SOLVING?

Hiebert,J.C Mathematical ideas are the outcomes of problem-solving experience, rather than elements that must be taught before problem solving

WHY A SPECIAL EMPHASIS ON PROBLEM SOLVING ?

lessen the gap between real world and the classroom world
which will set a more positive mood

Allows interaction between mathematical ideas is an integral part of the larger area of critical thinking Its a powerful and effective vehicle for learning Mathematics

WHAT MAKES A GOOD PROBLEM SOLVER ?

Have a desire to solve a problem Extremely perseverant when solving problems Show an ability to skip some of the steps in the solution process Not afraid to guess who hold conversations with themselves
knowing what questions to ask what to do with the answers they receive

WHAT MAKES A GOOD PROBLEM?

The solution to the problem involves the understanding of distinct mathematical concepts or the use of mathematical skills. The solution of the problem leads to a generalization. The problem is open-ended in that it lead to extensions. The problem lends itself to a variety of solutions. The problem should be interesting and challenging to the students.

Example
There are 8 people in a room. Each person shakes hands with each of the other people once and only once. How many handshakes are there? A farmer has some horses and some chickens. He finds that together they have 70 heads and 200 legs. How many horses and how many chickens does he have?

PROBLEM SOLVING PROCESS George Polya identified four steps in the problem solving
Understanding the problem Devising a plan Carrying out the plan Looking back

Problem Solving Process (George Polya)

1. Understanding the problem
Can you state the problem in your own words? What are you trying to find or do? What information do you obtain from the problem? What are the unknowns? What information, if any, is missing or not needed?

2.

Devising a plan

Find the connection between the data and the unknown. Consider auxiliary problem if an immediate connection can not be found What strategies do you know? Try a strategy that seems as if it will work.

3.

Carrying out the plan

Use the strategy you selected and work the problem. Check each step of the plan as you proceed Ensure that the steps are correct

4.

Looking Back
Reread the question Did you answer the question asked? Is your answer correct? Does your answer seems reasonable?

How to establish a positive climate in the classroom for problem solving : Be enthusiastic about the problem Have students bring in problems from their personal experiences Personalize problems whenever possible
e.g. use students names

Recognize and reinforce willingness and perseverance

How to establish a positive climate in the classroom for problem solving : Reward risk takers Encourage students to guess answers Accept unusual solutions Praise students for getting correct solutions Emphasize the selection and use of problem solving strategies Emphasize persistence rather than speed

3 stages in teaching problem solving Before During After

Step 1 : Before
Read the problem to the class or have a student read the problem Discussion about the problems
discuss words or phrases students may not understand.

Ask students which strategies might be helpful for finding a solution.

do not evaluate students suggestions. direct students attention to the list of strategies on problem solving

Ask questions to help students understand the problem.

Be sure all the instructions are clear

Step 1 : questions to ask

What are the important ideas here? Can you rephrase the problem in your own words? What is this asking us to find ? What information is given ? What conditions apply ? Anyone want to guess the answer? Anyone seen a problem like this before? What strategy could we use to get started? Which one of these ideas should we pursue?

Step 2 : During
Observe and question students about their work. Give hints for solving the problems as needed. Require students who obtain a solution to check their work and answer the problem. Give a problem extension to students who complete the original problem much sooner than others.

Step 2 : questions to ask

Tell me what you are doing?

Why did you think of that?

Why are you doing this?

What are you going to do with the result once you have it?
Why do you think that that stage is reasonable? Why is that idea better than that one?

Step 2 : questions to ask

Youve been trying that idea for 5 minutes. Are you getting anywhere with it? Do you really understand what the problem is about? Can you justify that step? Are you convinced that that bit is correct? Can you find a counter example?

Step 3 : After
Show and discuss students solutions to the original problem have students name the strategies used. Relate the problem to previous problems and solve an extension of the original problem. Discuss special features of the original problem, if any.

Step 3 : Questions to ask

Have you answered the problem?
Have you considered all the cases? Have you checked your solution? Does it look reasonable? Is there another solution?

Step 3 : Questions to ask

Could you explain your answer to the class? Is there another way to solve the problem? Could you generalize the problem? Can you extend the problem to cover different situations? Can you make up another similar problem?
Ministry of Education Report No. 587, OPEN Plan for Teaching Mathematical Problem Solving, by Holton, Anderson and Thomas (1997)

Conclusion