SEME 109 – Problem Solving, Mathematical Investigation & Modeling

First Semester, School Year 2024 - 2025

Course Content/Subject Matter

I. Problem Solving and Mathematics Education
a. Problem Solving: Definition and Process
b. Problem Solving and Mathematics Education
c. Problem Solving and the Conceptual Framework of the MATATAG Mathematics Curriculum
d. Factors Affecting Problem Solving
e. Lessons from Research Studies on Implementing Problem Solving

NOTES

CONCEPT OF A PROBLEM
• An individual is said to face a problem when there is an obstacle or gap between where
he or she is now and where he or she would like to be (Robertson, 2017). Thus, every
problem includes three components: (1) initial state; (2) goal state; and (3) obstacles
(Matlin, 2013).
o A problem is described as a situation where a person is called upon to perform a task
for which he does not have an accessible algorithm for determining the method of
solution (Lester, 1978).
o If a problem is considered difficult, then problem solving is defined as overcoming the
difficulty (Arıkan & Ünal, 2015).
o Similarly, Lawson (2003) describes a problem situation as one in which a person does
not have an available procedure that will enable him or her to achieve the desired
goal.
o There is a goal that must be achieved through some action by a person, but the way to
achieve it is not immediately apparent (Robertson, 2017).
o Although effective procedures may eventually be developed or memorized, at the time
of the problem, the procedures are not available so the individual must organize about
the process of developing procedures or accessing procedures that have already been
developed. This process is referred to as problem-solving.

PROBLEM-SOLVING
• Problem-solving refers to situations where prior experience, knowledge, and intuition must be
coordinated in an attempt to determine the outcome of a situation where the procedure for
determining the outcome is unknown (Lester, 1978).
• NCTM (2000) explains problem-solving means that problem solvers are involved in a task whose
solution method is not known in advance and to find a solution, problem solvers must utilize
their knowledge, and through this process, they often develop new mathematical
understanding.

PROBLEM AND PROBLEM-SOLVING

• The extent to which a situation will be a problem for an individual depends on the nature of
the problem and the resources available to the problem solver. These resources include one's
background knowledge and experience, the physical resources available at the time, as well
as the nature of the situation in which the task must be accomplished. (Lawson, 2003).

KNOWLEDGE UTILIZATION OF SOLVING A PROBLEM

• To solve problems, we need to use knowledge such as: (1) mathematical concepts; (2) rules
and principles; (3) problem categorization; and (4) domain-relevant semantics. In addition,
skills such as: (1) Inferencing; (2) Case-based reasoning; (3) Analysis and synthesis; (4) Progress
monitoring; (5) Decision making; (6) Abstraction of the underlying problem structure; and (7)
Generalization (the ability to apply what you have learned to new examples) (Robertson,
2017).

PROBLEM-SOLVING GENERAL RULES

• Although there are no fixed rules for determining whether a particular problem is interesting,
there are some general rules to guide the selection of problems: (1) if written, make sure the
problem is easy for students to read; (2) use personal words and terms in the problem
statement so that students feel that they are part of the problem; (3) try to use real-world
 problems because they have high motivational value; (4) encourage students to create their
own problems; and (5) avoid putting students in stressful situations, such as urging them to
get the right answer in a short time, because this will kill the spirit of working on problems
(Lester, 1978).

USE OF PROBLEM-SOLVING
• The situations that can be used in problems include real-world applications of mathematics as
seen by students, problems related to math lessons according to curriculum standards, math
recreation, and problems involving strategies such as guessing and testing, and finding
patterns (Lester, 1978).
• The same view is also expressed by Pellegrino, Chudowsky, & Glaser serta Greeno (dalam
Lawson, 2003) that problem-solving needs to be represented as a situated activity, an activity
that is influenced by the features of the situation in which it is performed, including the
cultural context in which the problem situation is situated.
• Good problems can inspire the exploration of important mathematical ideas, foster
perseverance, and reinforce the need to understand and use a variety of mathematical
strategies, properties and relationships (NCTM, 2000).

WAYS OF CATEGORIZING OF A PROBLEM

1. Whether the problem provides the information that needs to be known to solve it or the
problem solver has to figure out for themselves what to do;
2. The prior knowledge required to solve it;
3. Whether it is necessary to know a lot about the subject or origin of the problem (such as
chemistry, badminton, cooking, etc.) before solving it;
4. The nature of the goal involved;
5. Complexity;
6. Whether or not it is the same as one that has been solved before.

PROBLEM-SOLVING PROCESS MODEL

• Polya's model
o The problem-solving steps proposed by Polya in 1945 (Maciejewski, 2018) is a model
that is widely used as a reference in solving mathematical problems. Polya suggested
four steps to get a solution, including:
▪ a. Understanding the problem. At this stage, students identify what is being
asked in the problem. It is important to know all the data available in the
problem and determine and distinguish the necessary conditions, whether they
are sufficient, relevant, redundant, and contradictory or not among the
information given.
▪ b. Devising a plan. A well-designed plan will make connections between the data
and the unknown. Usually, planning is built based on problem-solving
experiences comparable to those that have been done before. Certain
techniques and defined outcomes used in previous problem-solving can inform
the current re-problem statement.
▪ c. Carrying out the plan. It is important to carry out each step of the plan
carefully and verify that each step is carried out logically.
▪ d. Looking back. At this stage the problem solver checks the solution obtained
from a problem by checking the arguments, ensuring there are no errors in
reasoning

• Johnson’ Model
o There are three stages in solving the problem proposed by Johnson in 1955 (Lester,
1978)
▪ a. Preparation and orientation. At this stage students get an overview of the
problem at hand;
▪ b. Production. At this stage students consider alternative approaches to solutions
and other possible solutions;
▪ c. Judgment. At this stage students determine the adequacy of the solution and
the validity of the approach used to arrive at the solution.
• D'Zurilla dan Goldfried’s Model
o D’Zurilla & Goldfried (1968) reviewed various pieces of literature and suggested five
phases to train to solve problems:
▪ a. Orientation;
▪ b. Problem statement and definition;
▪ c. Production of alternatives;
▪ d. Decision-making;
▪ e. verification.

• Webb’s Model
o Webb created a problem-solving model that was a synthesis of various models in 1974
(Lester, 1978). Webb created a problem-solving model that was a synthesis of various
models in 1974 (Lester, 1978). There are three main stages in solving problems, such
as:
▪ a. Preparation. At this stage students define and understand the problem, i.e.
understand what is unknown, what is given, and what is the goal;
▪ b. Production. At this stage students look for ways to achieve the goal by
recalling principles, facts, and rules from memory, as well as generating new
concepts and rules to use in solving the problem, and developing alternative
hypotheses and plans that can lead to one or more goals; and
▪ c. Evaluation. At this stage the student checks the subgoals and final solution,
and checks the validity of the procedures used in the preparation and working
stages.

• Klausmeir dan Goodwin’s Model

o The five stages proposed by Klausmeir dan Goodwin in 1966 (Lester, 1978) consist of:
▪ a. Setting goals;
▪ b. Appraising the situation;
▪ c. Striving to achieve the goal;
▪ d. Confirming or rejecting the solution found;
▪ e. Achieving the goal.

• Indiana University's Problem Solving Working Model

▪ a. Problem awareness. At this stage, a situation is given to the student. Before
this situation becomes a problem for the student, the student must realize that
there is a difficulty. This means that the situation cannot be solved easily. After
awareness, there needs to be a student's willingness to try to solve the problem.
▪ b. Problem comprehension. This stage is the stage after the student realizes
the existence of the problem and expresses willingness to solve it, so the task of
finding a way out of the problem begins. This stage involves at least two sub-
stages, namely translation and internalization. Translation involves the
interpretation of the information given in the problem into terms that have
meaning to the student. Internalization requires the problem solver to sort out
the relevant information and determine how this information relates to each
other. This stage results in an internal representation of the problem within the
problem solver.
▪ c. Analyzing the goal. This is the stage where students reformulate the problem
so that familiar strategies and techniques can be used. For some problems,
subgoals may be created in advance to aid problem understanding and procedure
development. This stage involves identifying the component parts of a problem.
▪ d. Developing a plan. At this stage the problem solver pays conscious attention
to designing a solution plan. This stage involves not only identifying potential
strategies, but also sequencing subgoals and determining operations that can be
used. Equipping students with multiple strategies can facilitate students' ability
to develop a plan. For some students, the hardest part of problem solving lies in
knowing what to do first and organizing their ideas.
▪ e. Implementing the plan. At this stage students try to implement the plan that
has been prepared. Although the chosen strategy is correct, students are very
likely to make calculation errors so that they fail to find the solution correctly.
▪ f. Evaluating procedures and solutions. The role of evaluation in problem
solving is not just checking and making sure that answers make sense. It is an
 ongoing process that begins as soon as the student analyzes the goal and
continues until a solution is found. Some questions that can be asked at each
stage are:
• 1) Problem understanding stage: what are the relevant and irrelevant data
related to the problem? Do I understand the relationship between the
given information? Do I understand the meaning of all the terms?
• 2) Goal analysis stage: are there sub-goals that I might achieve? Can these
subgoals be ranked? Is the ordering of the subgoals correct? Have I
correctly identified the conditions that exist in the given problem?
• 3) Plan development stage: is there more than one way to do this problem?
Is there a best way? Have I solved problems like this before? Will the plan
lead to a goal or subgoal?
• 4) Implementing the plan: did I use this strategy correctly? Was the order
of the steps in my plan appropriate, or could I have used a different order?
• 5) Evaluate stage: is the solution generalizable? Does the solution found
satisfy all the conditions of the problem? What have I learned that will
help me solve other problems?

PROBLEM-SOLVING MODEL
• Problem-solving steps are certainly not limited to what has been described, but there are
many more. The figure below represents a view of the various models. The dashed arrows
represent that the problem solver may get stuck or encounter an obstacle which means they
may have to go back to the previous phase and start again.

PROBLEM-SOLVING STRATEGIES
• Mayer (Gick, 1986) explains that problem-solving strategies are techniques that may not
guarantee a solution, but serve as a guide in the problem-solving process.
• There has been much thought and research into problem-solving strategies. Greenes dan
Seymour revealed problem-solving strategies that can be taught to students in grades 4-6,
including: (1) estimating or guessing, (2) simplifying, (3) doing experiments, (4) making
diagrams, (5) making tables, (6) making graphs, (7) writing equations, (8) looking for patterns,
(9) making picture charts, (10) dividing space, and (11) deductive logic (Lester, 1978).
• Gick (1986) explained from various expert about strategies that can be used in solving
problems, including (1) problem decomposition, which is breaking the problem into sub-
problems; (2) means-ends analysis, which is reducing the difference between the current state
and the goal of the problem by applying the right problem-solving operation; (3) working
backwards; (4) using analogies by applying similar events; (5) comparing with worked examples
or generalization.
• Meanwhile, Polya revealed several heuristic strategies for solving mathematical problems
including (1) drawing, (2) solving simpler analog problems, (3) considering special cases to find
 general patterns, (4) working backwards, and (5) adopting different points of view
(Maciejewski, 2018).
o Added to NCTM (2000) the strategies proposed by Polya and widely mentioned are: (1)
using diagrams, (2) looking for patterns, (3) listing all possibilities, (4) trying special
values or cases, (5) working backward, (6) guessing and checking, (7) creating an
equivalent problem, and (8) creating a simpler problem.
o What is presented by some has similarities, but can be summarized as problem solving
strategies including: estimating or guessing, simplifying, doing experiments, making
diagrams, making tables, making graphs, writing equations, looking for patterns,
making picture charts, dividing space, deductive logic, problem decomposition, means-
ends analysis, working backwards, using analogies, comparing with worked examples or
generalization, listing all possibilities, and trying special values or cases.

PROBLEM-SOLVING IN LEARNING MATHEMATICS

• Problem-solving is seen as an important part of learning mathematics, so educators need to
carefully analyze what is involved in the process so that effective learning techniques can be
developed. Serious attention should be paid to instructional issues related to problem solving
(Lester, 1978). This is because one of the main goals in teaching mathematics is to encourage
our students to become good problem solvers (El Sayed, 2002).
• Polya (Felmer et al., 2018) reminds us that teachers who have not experienced the "thrill and
triumph" of discovery are unlikely to offer problem-solving opportunities to their students in
the classroom. For this reason, it is important to develop the professionalism of teachers who
teach mathematics. The centrality of problem-solving in school mathematics cannot be
achieved if teachers are not problem-solvers.

PROBLEM-SOLVING IN THE CURRENT PHILIPPINE DEPED CURRICULUM: MATATAG MATHEMATICS

CURRICULUM
• The Shape of the MATATAG Mathematics Curriculum
o Mathematics is a powerful means of identification, description, and application of
patterns and relationships; generalization; and communication. It provides
opportunities for challenge, creativity, and users’ recognition and appreciation of the
nature, beauty and power of mathematical processes, strategies, and reasoning.
o The successful study of mathematics in Grades 1 to 10 is a key component of Filipino
learners’ preparation for life in the 21st century. For full participation in society,
learners need to develop sound mathematical knowledge, skills, and understanding for
making informed decisions and for solving problems in a variety of contexts relevant
to their daily lives.
o Historically, mathematics arose from necessity of the human society, with real-world
problems giving birth to its existence, emphasizing problem-solving at its core. In
schools, mathematics serves as an ideal training ground, fostering the problem-solving
ability learners.
o Integrating “Numeracy” to the Shape
▪ Additionally, in this age of scientific and technological innovations, being
“numerate” is crucial for engaging in various endeavors.
• The Organization for Economic Co-operation and Development (OECD)
defines numeracy as “the ability to access, use, interpret, and
communicate mathematical information and ideas, in order to engage in
and manage the mathematics demands of a range of situations in adult
life.”
• “Numeracy, a significant ancillary to problem solving, relates to a high
proportion of the mathematics content of the Grades 1 to 10 Mathematics
curriculum.
• Learners become increasingly ‘numerate’ as they develop the confidence
and ability to:
o choose and use mathematics effectively in its application to
situations that arise in their life at home, at work, and in the
community; and
o apply, evaluate, and communicate their mathematical thinking.
• Development of the Curriculum: Curriculum Goals
o The main goal of the curriculum is for Filipino learners to become mathematically
proficient and critical problem solvers.
o The development of mathematical proficiency among learners involves the
development of confidence and competence in different aspects of mathematics and
includes becoming increasingly aware of the value and usefulness of mathematics.
o According to Polya (1981), problem solving is “finding a way out of a difficulty, a
way around an obstacle, attaining an aim which was not immediately attainable”
(p. ix). Further, the National Council of Teachers of Mathematics (NCTM), (2000)
asserts that “solving problems is not only a goal of learning mathematics but also a
major means of doing so” (p. 52).
o In mathematics education, problem-solving has been considered as a goal, as a
process, and as a basic skill. The processes involved in solving mathematical
problems, from recognizing and understanding a problem, to modelling the problem
through different representations, to planning a solution, to executing the solution,
and to finally checking whether the problem has been solved, demonstrate that
problem solving is a very important life skill for 21st-century citizens to possess.

• Development of the Curriculum: Theoretical and Philosophical Bases

o Mathematics is a diverse discipline. With its universal applicability, it finds widespread
use in various fields of endeavor, especially in solving real-world problems. It is
essential that learners be mathematically proficient and critical thinkers to
effectively tackle such problems.
o The teaching practices recommended by NCTM are grounded in views of knowledge,
learning, and teaching informed by a constructivist perspective (e.g., Ball & Bass;
Confrey, 1991; Gelman, 1994; Smith, diSessa & Roschelle, 1993).
o These constructivist theories point to active learning, cognitive development in the
context of social interaction, and conceptual understanding as critical in the teaching
of mathematics.
▪ Piaget's Constructivism Theory of Cognitive Development (1977)
• The ultimate objective of mathematics education, as outlined in the
Concrete-Representational-Abstract (CRA) Model, is to guide learners
towards representations and operations that involve abstract symbols (Hui
et al., 2017).
▪ Vygotsky's Sociocultural Theory of Cognitive Development (1978)
• In teaching mathematics, these strategic instructional plans include the
use of manipulatives, games, models, partial solutions, or making use of
contextual problems based on the learner’s interest.
▪ Glasersfeld's Radical Constructivism (1974)
• This suggests that all knowledge is constructed rather than perceived
through the senses. For instance, learning multiplication is not just about
memorizing the multiplication facts, but it is also important for learners
to understand the concepts underlying multiplication. Learners who lack
understanding of fundamental concepts are more likely to struggle with
higher-order thinking.

• Curriculum Framework Between K-12 Curriculum and MATATAG Curriculum

 o Main Curriculum Goal: Mathematically Proficient and Critical Problem Solver
o Facilitating Facets: Content, Skills, Disposition
o Supporting Components: Pedagogy, Assessment Resources

• Intertwining Strands of Mathematical Proficiency

o Conceptual Understanding – comprehension of mathematical concepts, operations, and
relations;
o Procedural Fluency – skill in carrying out procedures flexibly, accurately, efficiently,
and appropriately;
o Strategic Competence – ability to formulate, represent, and solve mathematical
problems;
o Adaptive Reasoning – capacity for logical thought, reflection, explanation, and
justification; and
o Productive Disposition – habitual inclination to see mathematics as sensible, useful, and
worthwhile, coupled with a belief in diligence and one’s own efficacy (p. 116).

• Critical Thinking
o Facione and Gittens (2016) define critical thinking as “the process of purposeful,
reflective judgment” (p. 386). They further asserted that “the critical thinking process
applies cognitive skills of interpretation, analysis, inference, evaluation, explanation,
and self-regulation in an effort to judge what to believe or what to do” (p. 36).
o The revised Mathematics curriculum will aim to develop among learners’ proficiency in
solving mathematical problems critically, grounded in strong conceptual knowledge,
strategic use of mathematical skills and processes, and desirable values and disposition
in mathematics, thus assisting them to become productive and successful 21st-century
citizens.

• Structure of the Learning Area of the MATATAG Mathematics Curriculum: Big Ideas
o Charles (2005) defines a big idea as “a statement of an idea that is central to the
learning of mathematics, one that links numerous mathematical understandings into a
coherent whole” (p. 10).
o Twelve Big Ideas: Numbers; Measures; Shapes, Space, and Graphs; Patterns, Relations,
and Functions; Data; Chance; Representations and Communications; Relationships;
Operations and Transformations; Properties and Applications; Equivalence; Reasoning
and Proof

• MATATAG Curriculum Implementation

PROBLEM-POSING
• One of the activities that can be done in the classroom related to problem-solving is through
problem-posing. Problem posing is defined as the creation of new problems from certain given
events and situations (Arıkan & Ünal, 2015). In more detail, Silver (1994) explains that
problem-posing refers to creating new problems and reformulating given problems. This posing
can occur before, during, or after problem-solving. Pellegrino et al (dalam Lawson, 2003)
explained that problem-posing activities have the potential to move students toward
identifying deep structures that characterize more expert performance.
• The ideology of progressive educators in mathematics education pays attention to children's
feelings, motivations, and attitudes (Ernest, 2004). Silver examines this in the practice of
problem-posing in the classroom. In his article, he explains that problem-posing offers a way
of connecting math to students' interests. Fifth graders appear highly motivated to pose
problems that their classmates think will be interesting or difficult. Students' personal
interests are sustained through the process of sharing problems with others (Silver, 1994).

HEURISTIC APPROACH
• The use of the heuristic approach, according to research, can also improve problem-solving
skills. The heuristic approach is a mathematical thinking tool to facilitate students in solving
mathematical problems (Hoon et al., 2013). Some important heuristics in problem-solving
(Schoenfeld, 1982) include:
o 1. At the time of analyzing and understanding the problem: draw diagrams if possible,
examine special cases (to exemplify the problem, to explore various possibilities
through case restrictions, to find inductive patterns), try to simplify without losing
generality.
o 2. At the time of designing and planning the solution: plan the solution hierarchically,
explain what is being done and why, what will be done with the results of these
operations.
o 3. When exploring solutions: consider various equivalent problems (replace conditions
with equivalent ones, recombine elements of the problem in different ways, introduce
helpful elements, reformulate the problem), consider slight modifications of the
original problem (create subgoals and try to solve them, parse the problem and work
case by case), consider more extensive modifications of the original problem (examine
simpler analogous problems).
o 4. When verifying: ask whether all the data were used, whether it is a reasonable
approximation, can it be obtained in a different way, can it be proved by a special case,
can it be reduced to a known result and produce something known?

• The authors argue that the approaches used during learning that aim to improve problem-
solving can be used together, given the situation in the math classroom. For example, the use
of heuristics can be combined during the application of problem posing. In problem posing,
students are required to be able to solve problems that they create themselves. At this stage
that heuristics are used. But of course, further research on this is still needed. Based on Polya's
description, it is very important to prepare prospective teachers who are good problem solvers
so that the centrality of problem-solving in the mathematics classroom can be achieved.
University that produces prospective mathematics teachers needs to prepare them well. Of
course, attention is not only paid to the problem-solving skills of prospective teachers but also
to the skills of teaching problem-solving and attention to students' attitudes towards problem-
solving. Research on the learning environment in University that focuses on how to teach
problem-solving in the end also needs serious attention.

CONCLUSION/SUMMARY
• Problems play an important role in the growth of mathematics and as an evaluation of
mathematical theory. The ability to solve problems continues to be a concern by many parties
and is emphasized in the curriculum of various countries. Although problems are described
with different sentences, a common thread can be drawn that a person faces a problem if he
is in an initial condition, has a goal, but there are obstacles to achieving that goal. The
obstacle is in the form of not having a procedure to achieve the final goal. To solve a problem,
the problem solver must use the knowledge they have and use various strategies and go
through several stages/steps, which may need to return to the previous stage if the problem
solver is stuck. Problem-solving skills can be enhanced by using a variety of instructional tools
 and teachers need to pay attention to this. The teacher's ability as a problem solver also needs
attention so that the centrality of problem solving in the mathematics classroom can be
achieved. In addition to the problem-solving skills themselves, it is equally important to pay
attention to students' interest, motivation and attitude when solving problems. The
presentation in this article still has limitations, it has not thoroughly examined both the
theory in mathematics education and the views of psychology and philosophy as well as the
results of research that has actually been done a lot.

FACTORS AFFECTING PROBLEM SOLVING

• An effective solution of a problem is dependent upon a number of factors. These include:
o Nature of the problem: A mathematical problem is a procedure, which requires you to
discover which information is given, to rank the given points, to find what the problem
asks you to do and then solve it. The given information should be clear and accurate so
that all the student understand what has to be done. Problem solving is the
achievement of a goal, either set by the problem solver or by others. Teaching via
problem solving can be feasible only if student know the mathematical, procedures.
Otherwise, if students do not know how to solve procedural exercises, they will be very
disappointed and they will not have the motivation to try and solve more difficult
problems. Both finding a problem9s solution and the journey towards the solution are
important. The correct answer matters a lot since in the future, students will be asked
to take mathematics exams, for which they have to achieve a high mark. If the steps
they follow are correct but still the answer is wrong, then they will not attain a good
grade.
o Degree of difference between the initial and the goal state: In such situations
problem space is more disorganized and the operator is required to take more steps to
reach to the solution.
o Functional fixedness: Functional fixedness is the inability to realize that something
known to have a particular use may also be used to perform other functions. When one
is faced with a new problem, functional fixedness blocks one’s ability to use old tools
in novel ways.

LESSONS FROM RESEARCH STUDIES ON IMPLEMENTING PROBLEM-SOLVING

• Read and Provide your Key Concepts of the following Researches:
o https://www.ijopr.com/article/an-investigation-of-the-use-of-specific-problem-
solving-strategies-by-mathematics-teachers-in-9716
▪ Aydın-Güç, F. & Daltaban, D. (2021). An investigation of the use of specific
problem-solving strategies by mathematics teachers in lessons. Journal of
Pedagogical Research, 5(1), 126-140.
http://dx.doi.org/10.33902/JPR.2021067307
o https://animorepository.dlsu.edu.ph/apssr/vol20/iss2/8/
▪ Albay, Eduard M. (2020) "Towards a 21st Century Mathematics Classroom:
Investigating the Effects of the Problem-Solving Approach Among Tertiary
Education Students," Asia-Pacific Social Science Review: Vol. 20: Iss. 2, Article
8. DOI: https://doi.org/10.59588/2350-8329.1303
o https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1002/curj.213
▪ Foster, C. (2023). Problem solving in the mathematics curriculum: From domain-
general strategies to domain-specific tactics. The Curriculum Journal, 34, 594–
612. https://doi.org/10.1002/curj.213
o https://www.researchgate.net/publication/346915971_Examples_of_Problem-
Solving_Strategies_in_Mathematics_Education_Supporting_the_Sustainability_of_21st-
Century_Skills
▪ Szabo, Z., Kortesi, P., Gunčaga, J., Szabo, D., & Neag, R. (2020). Examples of
Problem-Solving Strategies in Mathematics Education Supporting the
Sustainability of 21st-Century Skills. Sustainability, 2020.
doi:10.3390/su122310113
o https://www.researchgate.net/publication/346915971_Examples_of_Problem-
Solving_Strategies_in_Mathematics_Education_Supporting_the_Sustainability_of_21st-
Century_Skills
▪ Szabo, Z., Kortesi, P., Gunčaga, J., Szabo, D., & Neag, R. (12 2020). Examples
of Problem-Solving Strategies in Mathematics Education Supporting the
 Sustainability of 21st-Century Skills. Sustainability, 2020.
doi:10.3390/su122310113
o https://www.researchgate.net/publication/355407789_Problem_Solving_Within_the_
Mathematics_Classroom_Challenges_and_Recommendations
▪ Curvin, A., Buddo, C., & George, L. (2021). Problem Solving Within the
Mathematics Classroom: Challenges and Recommendations. Journal of Education
and Development in the Caribbean, 19. doi:10.46425/j319021548
o https://www.researchgate.net/publication/312412455_Developing_problem-
solving_skills_in_mathematics_a_lesson_study
▪ Bradshaw, Z., & Hazell, A. (2017). Developing problem-solving skills in
mathematics: a lesson study. International Journal for Lesson and Learning
Studies, 6, 32–44. doi:10.1108/IJLLS-09-2016-0032
o https://www.sciencedirect.com/science/article/pii/S2452301116300062
▪ Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its
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https://doi.org/10.1016/j.hpe.2016.01.004
o https://link.springer.com/chapter/10.1007/978-3-319-40730-2_1#citeas
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