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Math 129

PowerPoint presentation Lesson 1.3: problem solving, mathematical investigation and modeling

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Don-Lin Atoved
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92 views36 pages

Math 129

PowerPoint presentation Lesson 1.3: problem solving, mathematical investigation and modeling

Uploaded by

Don-Lin Atoved
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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MATH 129

Problem-Solving, Mathematical
Investigation and Modelling
Module 1: Problem
Solving and
Mathematics
Education
Lesson 1.1:
Problem Solving: Definition,
Process and Mathematics
Education
Learning Outcomes
1. Articulate a definition of problem solving.
2. Differentiate between routine and non-
routine problems.
3. Outline the steps in problem solving from
personal practice vis a vis those outlined by
Polya and others.
What is a Problem?
In general, a problem is a statement or a situation where
there is an obstacle between what we have and what we
want.
One of the most popular proponents of problem solving,
George Polya of Hungary (1965) stated that “A
question is considered a problem if the procedure
or method of solution is not immediately known
but requires one to apply creativity and previous
knowledge in new and unfamiliar situations.”
Polya further said that “To have a problem means to
search consciously for some action appropriate to
attain some clearly conceived but not immediately
attainable am.”
What is a Problem?
Clearly the degree of challenge a question gives
the student is what makes it a problem or not. A
particular question to be considered a problem is
relative or may vary from person to person. That
is, a question may be a problem to one but may
not be another.
What is a Problem?
Henderson and Pingry stated that “A problem is a
situation in which a person wants something and does
not know immediately what series of actions he can
perform to get it.”
Another similar definition is offered by Schoenfeld
which states, “A mathematical problem, like any
problem in life, is defined as a problem because it
causes us much difficult in attaining a solution. If the
solution, or even the procedure for solving it, is
obvious, then it is no longer a problem but just an
exercise. Virtually all problems the students are asked
to solve are bitesize exercises designed to achieve
subject matter mastery.”
What is a Problem Solving?
Stephen Krulik and Jesse Rudnick (1980) in Problem
Solving: A Handbook for Teachers defined problem
solving as “ A situation, quantitative or otherwise,
that confronts an individual or group of individual
sees no apparent or obvious means or path to
obtaining a solution.” Further, they said “Problem
solving is the means by which an individual uses
previously acquired knowledge, akills, and
understanding to satisfy the demands of an
unfamiliar situation. The student must synthesize
what he or she has learned, and apply it to a new
and different situation.”
What is a Problem Solving?
Henderson and Pingry (1953), on the other hand
posited that “In problem solving, there must be a goal,
a blocking of that goal for the individual, and
acceptance of that goal by the individual.” According to
the National Council of Teachers in Mathematics (NCTM,
2000, p.52) “Problem solving means engaging in a task
for which the solution method is not known in a task for
which the solution method is not known in advance. In
order to find a solution, students must draw on their
knowledge and through this process; they will often
develop new mathematical understandings. Solving
problem is not only a goal of knowing mathematics, but
also a major means of doing so.”
GOAL: What is required or what needs to be accomplished
in the problem? Is the goal clear from the start? What
relevant information or data are available to solve the
problem? What unfamiliar terms need to be defined?
OBSTACLE: How can I solve the problem? Where can I
start? What appropriate strategy can be used?
SOLUTION: Does the Solution make sense? Does the
solution satisfy the requirement? Are there other possible
solutions? Is there a more appropriate strategy to use? Is
there a simpler way to solve the problem?
Steps in Problem Solving
John Dewey (1933)
Step 1. Confront Problem
Step 2. Diagnose or Define
Problem
Step 3. Inventory Several
Solutions
Step 4. Conjecture
Consequences of Solutions
Step 5. Test Consequences
Steps in Problem Solving
Stephen Krulik and Jesse
Rudnick (1980)
Step 1. Read
Step 2. Explore
Step 3. Select a Strategy
Step 4. Solve Step
5. Review and Extend
Steps in Problem Solving
John Dewey (1933)
Step 1. Confront Problem
Step 2. Diagnose or Define
Problem
Step 3. Inventory Several
Solutions
Step 4. Conjecture
Consequences of Solutions
Step 5. Test Consequences

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