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Problem Solving

This document discusses problem solving in mathematics education. It defines routine and non-routine problems, with examples of each. Routine problems can be solved directly using known algorithms, while non-routine problems require more analytical thinking skills. The document also outlines George Polya's influential 4-step model for problem solving: understand the problem, devise a strategy, carry out the strategy, and look back. Polya's work in problem solving pedagogy emphasized that problem solving is a teachable skill, not an innate ability. His books popularized this approach and established the current emphasis on problem solving in math education.

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Freddy XanXus
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304 views

Problem Solving

This document discusses problem solving in mathematics education. It defines routine and non-routine problems, with examples of each. Routine problems can be solved directly using known algorithms, while non-routine problems require more analytical thinking skills. The document also outlines George Polya's influential 4-step model for problem solving: understand the problem, devise a strategy, carry out the strategy, and look back. Polya's work in problem solving pedagogy emphasized that problem solving is a teachable skill, not an innate ability. His books popularized this approach and established the current emphasis on problem solving in math education.

Uploaded by

Freddy XanXus
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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INTRODUCING

Mathematics learning involves the acquisition of knowledge and skills


especially problem solving skills. In real life, problem solving becomes the focus
while knowledge is only the accessory. This is because, not a single day passes
without we having to solve problems. So, the need for the problem solving
approach in teaching mathematics.

WHAT IS A PROBLEM?
A problem is a statement or a situation where there is an obstacle
between us and what we want. Problems are generally classified as routine and
non-routine.

WHAT IS PROBLEM SOLVING?


Problem solving is the ability to overcome or remove the obstacle so that
we can get what we want. Problem solving is a process. It requires critical
thinking, ability to make decisions, use the correct strategy to find the solution
and check the result.

MODEL FOR PROBLEM SOLVING


The most commonly used model is that of George Polya (1973), who proposed 4
stages in problem solving, namely :
1.
2.
3.
4.

Understand the problem


Devise a strategy for solving it
Carry out the strategy
Check the result

Routine problem

Routine problem is definied as a problem in mathematic lesson that involves


easy and simple problem solving. It present a question to be answered with
out need certain strategies. It means, the routine problem can be solved by
direct application of previously learned algorithms.
Example:
Ali eat 2 piece of cakes. 5 minutes later, he eat 1 more piece of cakes.
How many piece of cakes that Ali eat?
Solution: 2 piece of cakes + 1 pieces of cakes = 3 piece of cakes

Non-routine problem
Non-routine is definied as a problem in mathematic lesson that involves difficult
problem solving. It means, solving the non-routine problem need us to think
analytically based on the problem. It requires us to use our cognitive by using the
critical and creative thinking skills. It also need a solution in which applying the
skills, acquired knowledge and understanding to a new and unfamiliar situations
in order to solve it.
Example
Calculate the volume of the sphere with the radius having 9.7 meter.
Solution:
We know the formula for finding volume of the sphere =
r3
Here = 3.14, r = 9.7 meter substitute this value into formula we get
Volume =
3.14 (9.7 )3
Insert the value in the given formula
=
3.14 9.7 9.7 9.7
Solve the value with the formula we get,
=
2865.79322
Answer is 3821.0576266666m3
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Problem-Solving:

George Polya
(1887- 1985)

George Polya was a Hungarian who immigrated to the United States in


1940. His major contribution is for his work in problem solving.
Growing up he was very frustrated with the practice of having to regularly
memorize information. He was an excellent problem solver. Early on his
uncle tried to convince him to go into the mathematics field but he wanted to
study law like his late father had. After a time at law school he became bored
with all the legal technicalities he had to memorize. He tired of that and
switched to Biology and the again switched to Latin and Literature, finally
graduating with a degree. Yet, he tired of that quickly and went back to
school and took math and physics. He found he loved math.
His first job was to tutor Gregor the young son of a baron. Gregor struggled
due to his lack of problem solving skills. Polya (Reimer, 1995) spent hours
and developed a method of problem solving that would work for Gregor as
well as others in the same situation. Polya (Long, 1996) maintained that the
skill of problem was not an inborn quality but, something that could be
taught.
He was invited to teach in Zurich, Switzerland. There he worked with a Dr.
Weber. One day he met the doctors daughter Stella he began to court her
and eventually married her. They spent 67 years together. While in

Switzerland he loved to take afternoon walks in the local garden. One day he
met a young couple also walking and chose another path. He continued to do
this yet he met the same couple six more times as he strolled in the garden.
He mentioned to his wife how could it be possible to meet them so many
times when he randomly chose different paths through the garden.
He later did experiments that he called the random walk problem. Several
years later he published a paper proving that if the walk continued long
enough that one was sure to return to the starting point.
In 1940 he and his wife moved to the United States because of their concern
for Nazism in Germany (Long, 1996). He taught briefly at Brown University
and then, for the remainder of his life, at Stanford University. He quickly
became well known for his research and teachings on problem solving. He
taught many classes to elementary and secondary classroom teachers on how
to motivate and teach skills to their students in the area of problem solving.
In 1945 he published the book How to Solve It which quickly became his
most prized publication. It sold over one million copies and has been
translated into 17 languages. In this text he identifies four basic principles .
Polyas First Principle: Understand the Problem
This seems so obvious that it is often not even mentioned, yet students are
often stymied in their efforts to solve problems simply because they dont
understand it fully, or even in part. Polya taught teachers to ask students
questions such as:
Do you understand all the words used in stating the problem?
What are you asked to find or show?
Can you restate the problem in your own words?
Can you think of a picture or a diagram that might help you
understand the problem?
Is there enough information to enable you to find a solution?

Polyas Second Principle: Devise a plan


Polya mentions (1957) that it are many reasonable ways to solve problems.
The skill at choosing an appropriate strategy is best learned by solving many
problems. You will find choosing a strategy increasingly easy. A partial list
of strategies is included:
Guess and check

Look for a pattern

Make and orderly list

Draw a picture

Eliminate possibilities

Solve a simpler problem

Use symmetry

Use a model

Consider special cases

Work backward

Use direct reasoning

Use a formula

Solve an equation

Be ingenious

Polyas third Principle: Carry out the plan


This step is usually easier than devising the plan. In general (1957), all you
need is care and patience, given that you have the necessary skills. Persistent
with the plan that you have chosen. If it continues not to work discard it and
choose another. Dont be misled, this is how mathematics is done, even by
professionals.
Polyas Fourth Principle: Look back
Polya mentions (1957) that much can be gained by taking the time to reflect
and look back at what you have done, what worked and what didnt. Doing
this will enable you to predict what strategy to use to solve future problems.

George Polya went on to publish a two-volume set, Mathematics and


Plausible Reasoning (1954) and Mathematical Discovery (1962). These texts
form the basis for the current thinking in mathematics education and are as
timely and important today as when they were written. Polya has become
known as the father of problem solving

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