Module 1

Non-Routine Problems
Introductions:
Non-Routine Problems is a core module within the ‘Problem Solving and Investigation’ unit.
During this module you will be introduced to problem solving and in particular to nonroutine
problems. A range of strategies that can be applied in solving non-routine problems will be
explored and you will be asked to consider how you could adopt a problem-solving approach in
the teaching of mathematics in the primary schools. A range of problems will be presented for
you to solve, varying in difficulty. Co-operative learning skills will also be developed, as you
work together to solve problems.
Objectives
On the completion of this module you will be able to:
· differentiate between routine and non-routine problems
· identify a range of strategies to solve non-routine problems and apply these
· articulate the processes used to solve non-routine problems
· identify how non-routine problems could be used in the primary classroom.
Concepts and skills to be developed
During this module the following concepts and skills will be developed.
· Co-operative learning skills
· Problem solving skills
· Comprehension skills
· Analytical skills
· Mathematical content knowledge associated with the selected problems
Co-operative Learning
Activity 1.1
Read Part 1 of the article ‘What is Problem Solving’ and highlight the important ideas.
Write a journal (one page) outlining your past experiences in problem solving. Consider what
you have done in school as well as your problem-solving experiences in the community.
What is Problem Solving?
Problem solving is the application of mathematical skills and reasoning to problems encountered
in everyday life. Such problems range from the simple to the complex, for example:
· working out how much medicine to give a child and measuring it correctly;
· using or interpreting statistics at work to predict demand for goods so that an
order can be placed with a wholesaler. Such real-life problems never appear as a neatly ordered
and graded page of straightforward 'sums'. To solve real-life problems we need to be able to
draw upon our mathematical skills and use them to reach a solution which is reasonable and
appropriate for the particular situation.
However, many basic maths students lack confidence with anything more complex than a
worksheet full of sums which reinforce a single skill or concept, and are afraid to take risks and
experiment with different approaches to solving an unfamiliar problem. Many students have
difficulty in deciding for themselves which operation or procedure is needed to solve a problem.
For example a problem such as ‘How many 43t stamps can I buy with K5.00?’ is difficult if
students are unable to decide for themselves how to go about it.
Fear of making a mistake, low self-confidence and little knowledge of the problem solving
process all contribute to students' difficulties in applying their mathematical skills and
knowledge to non-standard or real-life problems. The dangers of teaching mathematical
procedures at the expense of mathematical reasoning are now well documented. For example, a
national U.S. survey (Burns, 1990) found that about 80% of 17 year olds could calculate the
answer to 3.04 x 5.3 = ? (answer 16.112). However, less that half 40% of students could select
the correct alternative to the same question when asked to select the most appropriate
approximation from the following alternatives:
a) 1.6
b) 16
c) 160
d) 1600
e) I don't know
This question examined students' abilities to reason that if you multiplied a bit more than 3 by a
bit more that 5 the answer would be about 16. That is the only answer from the choices that
makes sense, yet only one in three students successfully solved the problem. Problem solving
activities are one way of bridging the gap between the numeracy class and the real world, so that
students develop skills and strategies for solving a wide range of different types of problem.
What is a problem solving activity?
A problem is a question or activity which is challenging to the student. Calculating change from
shopping may challenge some students, whereas others would need a much more complex
problem if they were to be challenged in any significant way. A question becomes a problem
when the answer is not immediately obvious to the student and it requires more than a guess or a
simple calculation to reach a solution. There are a number of other criteria which help define a
problem solving activity.
· The method of solution is not immediately obvious and students need to decide for
themselves how to solve it. This may be a simple decision about whether to divide or
multiply or a systematic application of a number of problem solving strategies.
· There are a number of different approaches, or strategies, which lead to a solution.
 · There may be more than one correct or reasonable solution. For example, a question such
as ‘How many ways can you make K1 using 5t, 10t, 20t and 50t coins?' Or asking
students to brainstorm all the words that describe a shape. (This encourages creativity and
divergent thinking).
· There is more than one step to a solution. For example, 'my age this year is a multiple of
7. Next year it will be a multiple of 5. I am not yet 50. How old am I?' In order to solve
the problem the student has to work out the multiples of 7, then the multiples of 5 and
finally match them to reach the solution of 14 or 49.
How do students benefit from Problem Solving?
Problem solving activities in a numeracy class benefit student in two ways. First students learn
about problem solving. Problem solving activities introduce them to the problem solving process
itself; the range of strategies or approaches that can be used to solve an unfamiliar problem. For
example, to find all the numbers you can make with the digits 1, 2 and 3 requires students to be
thorough and systematic in their approach. This is an important problem solving skill.
Second, problem-solving activities can be used to introduce new concepts or reinforce existing
ones. Take for example the following problem: If A = 1, B=2, C=3 etc. how many points is your
name worth? This problem involves matching letters with numbers and gives students practice in
addition. To solve a challenging extension of this problem: can you find a word worth 50 or 100
points? Students need to try out different words until they are successful. Thus students are
learning the age-old strategy of 'guess and check’ and of course, persistence. Meanwhile students
also get lots of practice in addition!
How to begin with Problem Solving
The best foundation for success with problem solving is a positive and supportive learning
environment where students feel comfortable about taking risks. Teachers should acknowledge
students' existing problem solving skills, perhaps by reminding them that everyday life is a
constant process of problem solving. Take for instance the following everyday situations:
· Have I got enough money to catch the PMV and buy lunch?
· How much meat should I buy for dinner tonight with four extra visitors?
· What time should I leave home to get to work on time if I have to pick up a newspaper on
the way and drop my child off at school?
All these involve mathematical skills such as addition, subtraction and estimation, and problem
solving strategies such as planning and carrying out the plan in a systematic way. Activities done
at home such as fixing the bike or making a cake need to be done in steps or stages (and in the
right order!). A step-by-step approach is also a vital skill for solving more complex mathematical
problems.
To encourage students with problem solving the teacher needs to model the problem solving
process, by exploring and discussing different approaches, including ones that may not lead to a
solution. This is important because many students are afraid of making a mistake, and believing
that maths problems have instant solutions, give up very quickly. If, however, they see the
teacher trying different approaches and finally reaching a solution they will be more likely to
'have a go' themselves.
Many students are still firm believers in the myth that there is only one 'proper' way to solve a
problem. For example, even an apparently simple and straightforward problem such as ‘Can you
make 30 toea using exactly 3 coins?’ can be done using the coins themselves, diagrams of coins
or written numbers. Each approach is valid. This problem also has more than one correct solution
which helps break down the myth that maths problems only ever have one answer.
Finally, and most importantly, problem solving is best done in pairs or small groups. Working
together on problems encourages students to verbalize what they are thinking and doing; to
discuss, explain and perhaps defend their method of solution. This verbal interaction of course
enhances learning.
Non-Routine Problems
A problem is a non-routine problem when:
· the solution is not immediately obvious
· the method of finding a solution is not immediately known.
A good non-routine problem should also:
· make students feel that they have a reasonable chance of finding a solution
· motivates students to try to find a solution.
What a particular person considers to be a non-routine problem will depend on their level of
understanding and whether or not they have solved similar problems before.
Activity 1.2. Solving non-routine Problems
Read through the problems below. Highlight which problems you consider to be ‘non-routine
problems’. Compare your list with a peer. Did you select the same or different problems? Why
do you think any difference may have occurred?
Select three problems that either you or your peer have identified as nonroutine
problems and solve together. Be prepared to share your solutions