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Problem and Problem Solving

The document discusses routine and non-routine problems. Routine problems have a known solution method that simply needs to be carried out. Non-routine problems do not have a readily apparent solution method, requiring invention to solve. Examples are given of each type, showing direct questions for routine problems versus indirect questions requiring reasoning for non-routine problems. The differences between focusing on prescribed procedures versus discovery heuristics are also outlined.

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Muhammad Rizam Hj Bakri
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76 views

Problem and Problem Solving

The document discusses routine and non-routine problems. Routine problems have a known solution method that simply needs to be carried out. Non-routine problems do not have a readily apparent solution method, requiring invention to solve. Examples are given of each type, showing direct questions for routine problems versus indirect questions requiring reasoning for non-routine problems. The differences between focusing on prescribed procedures versus discovery heuristics are also outlined.

Uploaded by

Muhammad Rizam Hj Bakri
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Problem and problem solving

Problem is defined as a real life situation that satisfy two conditions which
are do not have solution and the problem solvers accept the challenge to solve it.
Besides, a problem exists when there is a situation you want to resolve but no
solution is readily apparent and it is decided by purposes.

When, considered the most complex of all intellectual functions, problem


solving can be defined as a higher-order cognitive process that requires the
modulation and control of more routine or fundamental skills. It occurs if an
intelligence system does not know how to proceed from a given state to a
desired goal state. Not only that, a process that permeate the entire program and
provide the context in which concepts and skills can be learned. Problem solving
is part of the larger problem process that includes problem finding and problem
shaping.

There are many approaches to problem solving, depending on the nature


of the problem and the people involved in the problem. The more traditional,
rational approach is typically used and involves, such as clarifying description of
the problem, analyzing causes, identifying alternatives, assessing each
alternative, choosing one, implementing it, and evaluating whether the problem
was solved or not.

Another, more state-of-the-art approach is appreciative inquiry. That


approach asserts that problems are often the result of our own perspectives on a
phenomenon. For example, if we look at it as a problem, then it will become one
and we'll probably get very stuck on the problem. Appreciative inquiry includes
identification of our best times about the situation in the past, wishing and
thinking about what worked best then, visioning what we want in the future, and
building from our strengths to work toward our vision.
Routine and non-routine problem

We can categorize problems into two basic types, routine and non-
routine problems. The purposes and the strategies used for solving problems
are different for each type.

Routine problem involves solving problems that are useful for daily living.
In a routine problem, the problem solver knows a solution method and only
needs to carry it out. For example, for most adults the problem 321 x 45 = ___ is
a routine problem if they know the procedure for multicolumn multiplication.
Routine problems are sometimes called exercises. It technically does not fit the
definition of problem stated above. When the goal of an educational activity is to
promote all the aspects of problem solving, then non-routine problems are
appropriate. Here is an example of a routine problem:

My mom gave me 35 cents. My father gave me 45 cents. My grandmother


gave me 85 cents. How many cents do I have now?

In a non-routine problem, the problem solver does not initially know a


method for solving the problem. For example, the following problem (reported by
Robert Sternberg and Janet Davidson) is non-routine for most people: "Water
lilies double in area every twenty-four hours. At the beginning of the summer,
there is one water lily on the lake. It takes sixty days for the lake to be completely
covered with water lilies. On what day is the lake half covered?" In this problem,
the problem solver must invent a solution method based on working backwards
from the last day. Based on this method, the problem solver can ask what the
lake would look like on the day before the last day, and conclude that the lake is
half covered on the fifty-ninth day. Non-routine questions are always in the form
of indirect question. It is mostly concerned with developing students’
mathematical reasoning power and fostering the understanding that mathematics
is a creative endeavour. From the point of view of students, non-routine problem
solving can be challenging and interesting and it can motivate students.
From the point of view of planning classroom instruction, teachers can use
non-routine problem solving to introduce ideas extend understandings of
algorithms, skills, and concepts. This is an example of a non-routine problem:

Place the numbers 1 to 9, one in each


circle so that the sum of the four
numbers along any of the three sides
of the triangle is 20. There are 9
circles and 9 numbers to place in the
circles. Each circle must have a
different number in it.
Differences:

ROUTINE PROBLEMS NON-ROUTINE PROBLEMS


• It has direct questions • It has indirect questions and
has to take time to understand it

Eg:
Eg:
• How many squares are there in
• (x+1)(x+1)=ײ+2×+1
a 8 x 8 square?

• Straight away get the answer by • Answer is getting from the


using mathematic skills experience and then relate to
the mathematic skills
Eg:
Eg:
• My mom gave me 35 cents. My
• Joe counts 48 heads and 134
father gave me 45 cents. How
many cents do I have now? legs among the chickens and
dogs on his farm. How many
dogs and how many chickens
does he have?

• The problem solver knows a • The problem solver does not


solution method and only needs initially know a method for
to carry it out solving the problem
Eg: Eg:
• 321 x 45 = ___ • Find the sum of the 200 odd
numbers

• Easily to understand the solving • Difficult to understand the


process solving process

Eg: Eg:
• Differentiate 3x -x² • Find the sum f the first 100
natural numbers
• Do not has any type • There are two types of problem
solving situations:
Eg:
(i) Static non-routine
(ii) Active non-routine

• Involves at least one of four • Not involved the arithmetical


arithmetic operations and it is symbols straightly but have to
straight to the point. follow the procedures of solving
the problem.
• Sometimes, not involved
arithmetic operations

Eg: Eg:

• If you have a square that is 50 x


• Find the sum of the first 25
50 with small squares inside it,
natural numbers
how many squares will there be
altogether?

• Stresses the use of sets of • Stresses the use of heuristics


known or prescribed procedures which do not guarantee a
(algorithms) solution to a problem but provide
a more highly probable method
for discovering the solution to a
problem

Similarities:

• The real life situations that do not have solutions


• The problem solvers had accepted the challenge to solve it

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