PROBLEM

SOLVING

A problem is a
problem
because you
dont know how
to solve it
WHAT IS A PROBLEM
???

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
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?
Examples of problems
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
What are some possible problems
face by school children?
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 non-
algorithmic 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
Read the problem to the class or have a
student read the problem
discuss words or phrases students may not
understand.
Discussion about the problems
Ask questions to help students understand the
problem.
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
Be sure all the instructions are clear
Step 1 : Before
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?

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 : During
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 2 : questions to ask
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 : After
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