Math Science and Technology

Lesson 4

The Art of Solving A Problem

Objectives:
At the end of this module, the student should be able to:
1. Define the meaning of a problem and problem solving.
2. Understand the process involve in problem solving.

Introduction:
Mathematics education has changed a lot over a years. Advancement in research and
innovation help usher and speed up practical, technological and pedagogical changes in
education, especially in mathematics. From rote memorization and concentration on algorithms
and computations, focus has shifted toward student – centered curricula – discovery method,
problem-solving approach, and meaningful learning.

A. What is a Problem?
Before we engage into mathematical problem solving, let us first explore some
definitions of the term “problem” as defined by great mathematicians. In genera, a problem is a
statement or a situation where there is an obstacle between what we have and what we want.
One of the most popular proponents of problem solving, George Polya of Hungary (1965)
stated that,
“ A question is considered a problem if the procedure or method of solution is not
immediately known but requires one to apply creativity and previous knowledge in new and
unfamiliar situation.”
It simply means that not all mathematical question may be automatically considered
problems. It has possess, first, a degree of difficulty which necessitates the problems solver to
exert effort to understand it or to recall and apply knowledge learned previously to come up
with a solution. Further, in a real problem, the student may understand the problem scenario,
yet, My have difficulty identifying the method or strategy to employ and, therefore, will
experience difficulty as to which direction to take.
Polya further said that,
“To have a problem means to search consciously for some action appropriate to attain
some clearly conceived but not immediately attainable aim.”
Clearly, the degree of challenge a question gives the student is what makes it a problem
or not. It is considered a problem if the student may be able to identify what the problem is
asking and the given data that is relevant, yet, encounters difficulty on how to solve that is,
where to start or what series of actions to take. Moreover, for a particular question to be
considered a problem is relative or may vary from person to person. That is, a question may be
a problem to one but may not be to another. This is especially true with differences in age and
exposure or maturity in terms of problem solving. A problem to a grade one child may not be a
problem to a grade six one. Further, a problem to a student who is not good in problem solving
may not be a problem to a gifted one.
Mathematics across countries are consistent with their definitions of what a problem is.
Henderson and Pingry (1953), stated that,
Math Science and Technology
Lesson 4

“A problem is a situation in which a person wants something and does not know
immediately what series of actions he can perform to get it.”

Another similar definition is offered by Schoenfeld (1992) which states

“A mathematical problem. Like any problem in life, is defined as a problem because it
causes us much difficulty in attaining a solution. If the solution, or even the procedure for
solving it, is obvious, the it is no longer a problem but just a exercise. Virtually all problems
students are asked to solve are bite-size exercise designed to achieve subject matter mastery.”

This definition agrees with those of Polya and Henderson and Pingry which emphasizes
that a problem has to possess a certain degree of difficulty so that the problem solver has to
take conscious effort to look for the solution.

B. What is Problem Solving?

Every person does problem solving everyday. In plain language, problem solving is the
ability to overcome or remove an obstacle so that we can get what we want. It is one of the
main thrusts of mathematics in the K-12 Curriculum. In fact, we can even assume that the
whole aim of education is to equip children to solve problems. This and many more reasons
make problem solving play a vital role in the education of every learner.
Stephen Krulik and Jesse Rudnick (1980) in Problem Solving: A Handbook for Teachers
defined problem solving as,
“A situation, quantitative or otherwise, that confronts an individual or group of
individual, that requires resolution, and for which the individual sees no apparent or obvious
means or path to obtain a solution.”
Further they said that,
“Problem solving is the means by which as individual uses previously acquired
knowledge, skills and understanding to satisfy the demands of an unfamiliar situation. The
student must synthesize what he or she learned and apply it to a new and different situation.”
Henderson and Pingry (1953), on the other hand posited that,
“In problem solving, there must be a goal, a blocking of that goal for the individual, and
acceptance of that goal by the individual.”
According to the National Council of Teachers in Mathematics (NCTM, 2000, p. 52)
“Problem solving means engaging in a task for which the solution method is not known
in advance. In order to find solution, students must draw on their knowledge and through this
process, they will often develop new mathematical understanding. Solving problems is not only
a goal of knowing mathematics, but also a major means of doing so.”
All these definitions of problem solving may be summarized and presented through the
following diagram:

Goal Obstacle Solution

Math Science and Technology
Lesson 4

The diagram shows that problem solving is a process and comprises the following
components: Goal, Obstacle and Solution. For the process of problem solving to be successful,
all these three components have to be well-defined. To check as to the clarity of each
component, the problem solver may ask the following questions:
GOAL: The GOAL states what is to be accomplished.
 What is required or what needs to be accomplished in the problem? Is
the goal clear from the start?
 What relevant information or data are available to solve problem?
 What unfamiliar terms needed to be defined?
OBSTACLE: The OBSTACLE presents a real problem that hinders one from easily arriving
at the solution.
 How can I solve the problem?
 Where can I start?
 What appropriate strategy can be used?
SOLUTION: The SOLUTION presents the achievement of the goal after the strategy has
been employed. It is now time to reflect to find out if the problem solving process has
been successful.
 Does the solution make sense?
 Does the solution satisfy the requirement?
 Is there more appropriate strategy to use?
 Is there a simpler way to solve problems?
If time permits, to increase the degree of challenge for mathematically intelligent
students, the problem may be extended to provide depth to the exploration process.

Things to do:
In a separate sheet of paper, answer the question, “How do you solve a problem?” Write down
your own tips or list in solving a problem.
Rubrics: