NAME- SAKSHI MEHTA

ROLL NO. 27
S.Y.B.Ed

MATH ASSIGNMENT 2
Problem Solving Method
MEANING:
Problem-solving can best be defined as a learner-directed strategy in which
learners “think patiently and analytically about complex situations in order to find
answers to questions”. A problem is defined as a “situation in which you are
trying to reach some goal, and must find means for getting there”. When using
problem-solving for the first time, select a simple problem that can be completed
in a short amount of time. Consider learners’ interest, ability level, and
maturation level. Make sure resources (materials or equipment) are available.
Make sure that learners are familiar with brainstorming before you implement
problem-solving. Naturally enough, Problem Solving is about solving problems.
And we’ll restrict ourselves to thinking about mathematical problems here even
though Problem Solving in school has a wider goal. When you think about it, the
whole aim of education is to equip children to solve problems
Problem Solving also contributes to mathematics itself. It is part of one whole
area of the subject that, until fairly recently, has largely passed unnoticed in
schools around the world. Mathematics consists of skills and processes. The skills
are things that we are all familiar with. These include the basic arithmetical
processes and the algorithms that go with them. They include algebra in all its
levels as well as sophisticated areas such as the calculus. This is the side of the
subject that is largely represented in the Strands of Number, Algebra, Statistics,
Geometry and Measurement.
Problem-solving requires practice. When deciding on methods or procedures to
use to solve problems, the first thing you will do is look for clues, which is one of
the most important skills in solving problems in mathematics. If you begin to solve
problems by looking for clue words, you will find that these words often indicate
an operation.
Steps in Problem Solving / Procedure for Problem solving
The steps involved in problem solving are as follows:

1. Identifying and defining the problem:

The student should be able to identify and clearly define the problem. The
problem that has been identified should be interesting challenging and motivating
for the students to participate in exploring.
2. Analysing the problem:
The problem should be carefully analysed as to what is given and what is to
be find out. Given facts must be identified and expressed, if necessary in symbolic
form.
3. Formulating tentative hypothesis
Formulating of hypothesis means preparation of a list of possible reasons of the
occurrence of the problem. Formulating of hypothesis develops thinking and
reasoning powers of the child. The focus at this stage is on hypothesizing –
searching for the tentative solution to the problem.
4. Testing the hypothesis:
Appropriate methods should be selected to test the validity of the tentative
hypothesis as a solution to the problem. If it is not proved to be the solution, the
students are asked to formulate alternate hypothesis and proceed.
5. Verifying of the result or checking the result:
No conclusion should be accepted without being properly verified. At this step the
students are asked to determine their results and substantiate the expected
solution. The students should be able to make generalisations and apply it to their
daily life.

Merits of Problem Solving

Using a problem solving approach to teaching and learning math is of value to all
students and especially to those who are high achieving. Some of the reasons for
using problem solving are summarised below.

 Problem solving places the focus on the student making sense of

mathematical ideas. When solving problems students are exploring the
mathematics within a problem context rather than as an abstract.

 Problem solving encourages students to believe in their ability to think

mathematically. They will see that they can apply the maths that they are
learning to find the solution to a problem.

 Problem solving provides ongoing assessment information that can help

teachers make instructional decisions. The discussions and recording
involved in problem solving provide a rich source of information about
students' mathematical knowledge and understanding.

 Good problem solving activities provide an entry point that allows all
students to be working on the same problem. The open-ended nature of
problem solving allows high achieving students to extend the ideas involved
to challenge their greater knowledge and understanding.

 Problem solving develops mathematical power. It gives students the tools

to apply their mathematical knowledge to solve hypothetical and real world
problems.

 Problem solving is enjoyable. It allows students to work at their own pace

and make decisions about the way they explore the problem. Because the
focus is not limited to a specific answer students at different ability levels
can experience both challenges and successes on the same problem.
  Problem solving better represents the nature of mathematics. Research
mathematicians apply this exact approach in their work on a daily basis.
 Once students understand a problem solving approach to math, a single
well framed mathematical problem provides the potential for an extended
period of exploration.

Demerits of problem solving:

 Devoting too much time to problem-based learning can cause issues when
students take standardized tests, as they may not have the breadth of
knowledge needed to achieve high scores. Whereas problem-based
learners develop skills related to collaboration and justifying their
reasoning, many tests reward fact-based learning with multiple choice and
short answer questions.

 Problem-based learning exercises can engage many of your kids, but others
may feel disengaged as a result of not being ready to handle this type of
exercise for a number of reasons.

 The problem of the problem-based learning is the traditional assumptions

of the students. Most of the students might have spent their previous years
of education assuming their teacher as the main disseminator of
knowledge. Because of this understanding towards the subject matter
students may lack the ability to simply wonder about something in the
initial years of problem-based learning.

 The instructors have to change their traditional teaching methodologies in

order to incorporate problem-based learning. Their task is to question
students' knowledge, beliefs, give only hints to correct their mistakes and
guide the students in their research. All these features of problem-based
learning may be foreign to some instructors; hence they find it difficult to
alter their past habits.
 If you choose to give marks, assessing a student’s performance throughout
a problem-based learning exercise demands constant monitoring and note-
taking. Monitoring these criteria is required for each student, making it
time-consuming to give and justify a mark for everyone.

Conclusion

It has been suggested that there are many reasons why a problem-solving
approach can contribute significantly to the outcomes of a mathematics
education. Not only is it a vehicle for developing logical thinking, it can
provide students with a context for learning mathematical knowledge, it
can enhance transfer of skills to unfamiliar situations and it is an aesthetic
form in itself. A problem-solving approach can provide a vehicle for
students to construct their own ideas about mathematics and to take
responsibility for their own learning. There is little doubt that the
mathematics program can be enhanced by the establishment of an
environment in which students are exposed to teaching via problem
solving, as opposed to more traditional models of teaching about problem
solving. The challenge for teachers, at all levels, is to develop the process of
mathematical thinking alongside the knowledge and to seek opportunities
to present even routine mathematics tasks in problem-solving contexts.