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Problem Solving Model (Explanation of The Model)

The document summarizes the problem solving model created by George Polya. It describes how Polya developed the four-step model after tutoring a student struggling with problem solving. The model involves understanding the problem, devising a plan, carrying out the plan, and looking back. The summary discusses strengths like developing mathematical thinking and enjoyment, and weaknesses like time needed and difficulty for low ability students. It also notes the model is suitable for mathematical problem questions but not basic calculations.

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Kamarul Khamis
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129 views

Problem Solving Model (Explanation of The Model)

The document summarizes the problem solving model created by George Polya. It describes how Polya developed the four-step model after tutoring a student struggling with problem solving. The model involves understanding the problem, devising a plan, carrying out the plan, and looking back. The summary discusses strengths like developing mathematical thinking and enjoyment, and weaknesses like time needed and difficulty for low ability students. It also notes the model is suitable for mathematical problem questions but not basic calculations.

Uploaded by

Kamarul Khamis
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PROBLEM SOLVING

MODEL
BY CARL KHAMIS
DESIGN AND SHAPE OF THE MODEL
FOUNDER OF THE MODEL

■ He was born on December 13th December, 1887 in Hungary.


■ He was a professor of mathematics from 1914 to 1940 at ETH
Zurich and from 1940 to 1953 at Standford University.
■ He made fundamental contributions to combinatory, number
theory, numerical analysis and probability.
■ He is also noted for his work in heuristics and mathematics education.
■ Problem solving model was created by George Polya known as the
father of modern problem solving.
■ He had wrote mathematical papers and books about problem solving.
George Polya published the book How To Solve It in 1945.
HOW WAS THE MODEL DEVELOPED?
■ Polya first job was tutor for Gregor ,the young son of a baron that has struggled to solve
a solving problem questions.
■ So that, Polya (Reimer, 1995) had developed a method of problem solving that would
work for Gregor.
■ Then, he moved to Zurich, Switzerland and worked as lecturer.
■ One day, when he was walking in the garden, 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.
■ He was thinking how could it be possible to meet them so many times when he
randomly chose different paths through the garden.
■ He did experiments that he called the random walk problem and found that if the walk
continued long enough that one was sure to return to the starting point.
■ In 1940, he moved to United States and kept on continuing his research about problem
solving.
■ In 1945 he published the book How to Solve It which quickly became his most prized
publication. In this text he identifies four basic principles .
STRENGTH OF MODEL
■ It develops mathematical power because it can be act as TOOL for students to
apply their mathematical knowledge to solve hypothetical and real world
problems.
■ It encourages students to believe in their ability to think mathematically. They
will see that they can apply the maths that they are learning to find the
solution to a problem.
■ It is an interesting and enjoyable way to learn mathematics.
- using diagrams, charts, pictures, backward
■ approach to the way that other subjects are taught in primary school.
■ It teaches thinking, flexibility and creativity;
– Students could use variety of strategies, solutions and ideas to solve
problem.
WEAKNESS OF THE MODEL
■ Preparation time.
– Students confuse to choose the best solution
for the problem among the solutions.
■ students of low ability.
- low of knowledge of basic mathematics
■ Curriculum constraints.
– Problem solving takes times.
SUITABILITY FOR TEACHING AND
LEARNING MATHEMATICS
SUITABILITY UNSUITABILITY
- Suitable to use for mathematics - Not suitable to use for basic
problem questions that implement 4 mathematics calculation example:-
process that are understand the 1+2, 3x3
problem, plan the strategy,
implement the strategy and recheck.
- It makes solving problem questions
easy to learn and become efficient
problem solvers - diagram, visualize,
- The four steps help students keep in
mind the common sense nature of
math and mathematical problem
solving.
- students were able to use the
reasoning abilities
REFERENCES

■ Yuan, S. "Incorporating Pólya’s Problem Solving Method in Remedial Math," Journal


of Humanistic Mathematics, Volume 3 Issue 1 ( January 2013), pages 96-107. DOI:
10.5642/jhummath.201301.08 . Available at:
https://scholarship.claremont.edu/jhm/vol3/iss1/ 8
■ West Texas A&M University,
www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_alg_tut8_pro
bsol.htm.
■ Reimer, L., & Reimer, W. Mathematicians are people too. (Volume 2). (1995) Dale
Seymour Publications
REFERENCES

■ Akgun, Levent. “Pre-Service Elementary Mathematics Teachers Problem Solving Strategies.” International
Journal of Academic Research, vol. 6, no. 2, 2014, pp. 178–185., doi:10.7813/2075-4124.2014/6-
2/b.27.“George Pólya.” Wikipedia, Wikimedia Foundation, 29 Mar. 2019,
en.wikipedia.org/wiki/George_Pólya.
■ Brijlall, Deonarain. “Exploring The Stages of Polya’s Problem-Solving Model during Collaborative Learning:
A Case of Fractions.” International Journal of Educational Sciences, vol. 11, no. 3, 2015, pp. 291–299.,
doi:10.1080/09751122.2015.11890401.http://www.math.wichita.edu/history/men/polya.html
■ Nzmaths, nzmaths.co.nz/why-teach-problem-solving.
■ Yuan, S. "Incorporating Pólya’s Problem Solving Method in Remedial Math," Journal of Humanistic
Mathematics, Volume 3 Issue 1 ( January 2013), pages 96-107. DOI: 10.5642/jhummath.201301.08 .
Available at: https://scholarship.claremont.edu/jhm/vol3/iss1/ 8
■ West Texas A&M University,
www.wtamu.edu/academic/anns/mps/math/mathlab/int_algebra/int_alg_tut8_probsol.htm.

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