Skills Needed for Mathematical Problem

Solving (1)

Paper presented (Dr A Dendane) at the 10th Annual Research Conference - UAE
University - 13th -16th April, 2009

ABSTRACT

Mathematical problem solving is one of the most important topics to learn and also
one of the most complex to teach. The main goal in teaching mathematical problem
solving is that students develop a generic ability to solve real life problems and apply
mathematics in real life situations. Problem solving can also be used, as a teaching
method, for a deeper understanding of concepts. Successful mathematical problem
solving depends upon many factors and skills with different characteristics. In fact one
of the main difficulties in learning problem solving is the fact that many skills are
needed for a learner to be an effective problem solver. Also, these factors and skills
make the teaching of problem solving one of the most complex topic to teach. This
paper will discuss the idea that problem solving is a process that needs to be
understood by instructors so that they can develop better and more effective
classroom activities and tasks. The necessary skills for problem solving as well as the
methods and strategies to teach or facilitate them are discussed.

1. INTRODUCTION

Mathematical problem solving related to counting and daily transactions of commerce

has been present from the earliest days of human experience. Geometry was also
widely used in land measurement [1]. Mathematics is now used to quantify numerically
and spatially natural as well as man-made situations. It is used to solve problems and
with the advent of the computer technology, it has helped in making social,
economical and technological advances that few decades ago would have been
unthinkable.

Learning mathematical facts and contents is important but is not enough. Students
should learn how to use these facts to develop their thinking skills and solve problems.
Mathematics educators have accepted the idea that that the development of problem
solving ability deserves special attention [2 ] and that one of the most important
components in any mathematics curriculum or program is genuine mathematical
problem solving [3][4][5]. If well facilitated, mathematical problem solving may help
students

1. develop and improve the generic ability to solve real life problems, [6]
2. develop critical thinking skills and reasoning, [7]
 3. gain deep understanding of concepts, [8 ][9]
4. work in groups, interact with and help each other.

Most of the mathematics textbooks suggest few types of problems as examples with
detailed solutions and then suggest similar problems as exercises. Students learning
is limited if only routine problems are solved. The problems used to create genuine
learning opportunities should be of the challenging type and not only those similar to
ones already solved in the past.

Mathematical problem solving is a process that involves a set of factors and tasks to
achieve a defined goal. It depends on many skills and factors which therefore makes it
challenging both to learn and to teach. If the instructors understanding of the process
is limited, difficulties in teaching mathematical problem solving, will arise. Hence the
great need to understand these factors and skills if we want to help our students
acquire this important process.

In this paper, I am addressing issues and concerns related to mathematical problem

solving. However, much of what is said in this paper may be applied to any problem
solving of the quantitative type such as those encountered in physics, chemistry,
Business and Engineering. Our students, at the UAE University, have difficulties in
mathematical problem solving and we need to be aware of it. I believe that we need to
address this issue and discuss it if we want to improve the teaching of quantitative
problem solving which will greatly improve our students thinking skills and problem
solving abilities in general. My purpose here is to present some of these issues in
order to stimulate discussions. Suggestions on how to facilitate certain aspects of
mathematical problem solving, as I apply them in my classes, are also presented.
2. MATHEMATICAL PROBLEM SOLVING AS A PROCESS

Mathematical problem solving is a process depending on many phases. There are

four main phases in mathematical problem solving [10].

1. Understand the problem

2. Devise a plan
3. Carry out the plan
4. Look back

In solving a problem similar, or close, to another problem solved in the past, we will
surely follow a linear process as shown in figure 1. The term linear is used to mean
that the learner goes from one phase to another until the problem is solved.
 Fig. 1: Four steps in mathematical problem solving. (linear model)

However this linear process may not be enough when solving a genuine and
challenging problem [11]. It is a possible that we carry out the plan but it does not give
the right answer or it does not even work. We therefore need to look back critically at
the formulation of the problem as well as the information given in the problem. A more
practical model of the process is shown in figure 2. The learner need to understand
that in solving a problem he needs to look back and reexamine the whole problem
during the problem solving process and be ready to restart again if necessary.
 Fig. 2: Four steps and looking back at the problem. (More practical model)

One of the difficulties in problem solving is the fact that several steps are needed to
solve a given problem. Also at each step, students need to use several skills. There
are also many factors and skills that determine the outcome of the process.

3. FACTORS AND SKILLS INVOLVED IN PROBLEM SOLVING

The fact that mathematical problem solving is a process that depends on many skills
and factors makes it complex to learn and to teach. Figure 3 shows the most important
skills and factors necessary for successful problem solving [3]. Routine problems may
not need all the skills listed below, however challenging problems need a strategy
involving most if not all the skills and attitudes shown in figure 3. In fact the latest
development in the education of mathematics is to teach some of these skills through
problem solving [9].
 Fig. 3: Factors and skills involved in problem solving.

Based on my experience and the experience of others, I will discuss and suggest ways
to facilitate some of the most important factors that affect the performance of students
when solving a mathematical problem.

Facilitating and guiding students is one of the most efficient ways to teach" problem
solving [12]. Facilitating is suitable for creating opportunities where students learn by
doing. Mathematical problem solving is a constructivist process where student learn to
solve problems by making connections to what they already know. Instructors can guide
students to make these connections.
3.1 Concepts and Facts in Problem Solving

Learners need a deep understanding of algebraic, geometric, statistical concepts and

facts to solve challenging mathematical problems. Here I will explain how I used a set
of problems assigned as homework with my level (2) advanced mathematics classes
to reinforce the concept of rate of work that was necessary to solve the problem.

Step 1: The concept of rate of work is first presented then discussed. Then the whole
class discussed the solution to the following problem.

Problem 1: It takes Carla 1 hour longer to mow the lawn than it takes Sharon to mow
the lawn. If they can mow the lawn in 5 hours working together, then how long would it
take each girl by herself? [13]

Step 2: Students were then asked to solve the following problem as a home work,
where the same concept as problem 1 is needed.

Problem 2:

John takes 3 hours longer than Andrew to peel 500 pounds (lb) of apples. If together
they can peel 500 lb of apples in 8 hours, then how long would it take each one
working alone? [13]

Although the above problem was discussed in class before they attempted to solve it,
to make sure that students understood it, they had difficulties in solving it. I decided
that the concept of rate of work has to be discussed again. Few days later few
students managed to solve the given problem and the solution to problem 2 was
discussed with the whole class.

Step 3: In order to assess students understanding of the concept of the rate of work
and the process of problem solving, I assigned the following problem as a home work.

Problem 3: It takes pump A 2 hours less time than pump B to empty a certain
swimming pool. Pump A is started at 8:00 A.M., and pump B is started at 11:00 A.M. If
the pool is still half full at 5:00 P.M., then how long would it take pump A working
alone? [13]

Problem 3 also needs a deep understanding of the concept of the rate of work. Except
for a few students, most found the problem very challenging and could not solve it. I
carefully examined the solutions generated by students and I understood that the
concept of rate of work was their main difficulty. I decided to give a full hour lesson on
the rate of work with many examples and I made sure that not only they understood
the concept but also how to use it to formulate problems. I requested that they look
again at the problem. Few days later, more than half the class solved problem 3
correctly.
Step 4: I then assigned the following problem in a quiz.

Problem 4:

It takes pump B 2 hours more time than pump A to fill a swimming pool. Both pumps
are started at 7 am. At 10 am pump A breaks down. It took 1 hour to repair it and then
was restarted again. At 3 pm 80 % of the swimming pool was filled with water. How
long would it take each pump working alone to fill the swimming pool?

About half the class solved the problem correctly and a quarter of the class had
solution with minor mistakes. I carefully examined the solutions generated by students
and it was clear that the students had a better understanding of the concept of the rate
of work and more importantly they knew how to apply it to solve problems.

Students fail to solve problems involving concepts that are not thoroughly understood.
Moreover, mathematical problems may be used as teaching methodologies not only to
introduce concepts but also to help students gain a deeper understanding of these
concepts [9]. In fact some concepts cannot be thoroughly understood unless they are
used in problem solving or any other activity where critical thinking and reasoning are
involved.

Mathematical problem solving may also be used to introduce a new concept. An

example of a mathematical problem that may be used to introduce a new concept is
now presented.

Problem 5: The present population of the UAE is 4.5 million. If we assume that the
population grows at an annual rate r = 3% for the next 15 years, what will be the
population P of the UAE in t years?(assume t is smaller than 15)

Students can easily be guided to use percentages and come up with the following
result.
P(t)=4.5(1+3%)t

At this point the concept of exponential functions can easily be introduced using the
result obtained. Students will have understood that exponential functions may be used
to solve population problems and make a connection between the concept and its
possible application. Experience shows that students are more motivated when
solving problems related to their daily life [12].
3.2 Skills in Problem Solving

Basic mathematical skills such as solving equations and inequalities are necessary for
mathematical problem solving. Formulating a problem can be very demanding but
simplifying and solving the equation obtained, for example, is necessary to answer the
question in the problem. Students who cannot manipulate algebraic expressions will
definitely have difficulties in problem solving.

Our students, at UGRU, have difficulties in reading with understanding and extracting
the information from the text of the problem. This skill has to be taught explicitly to our
students. It is the first step in problem solving and students cannot make any progress
if the problem is not understood.
3.3 Thinking and Reasoning in Problem Solving

Critical thinking is needed in all steps of problem solving. Students do not look back
critically at the solution of a problem once it is solved. They tend to accept whatever
answer they have obtained. Critical thinking is needed when extracting information
from the text of the problem, formulating and solving the problem and analyzing the
solution obtained. I now give an example of a problem that may be used to give
opportunities to students to think critically.

Problem 6: Two boats on opposite banks of a river start moving towards each other.
They first pass each other 1400 meters from one bank. They each continue to the
opposite bank, immediately turn around and start back to the other bank. When they
pass each other a second time, they are 600 meters from the other bank. We assume
that each boat travels at a constant speed all along the journey. Is it possible to find
the width of the river using the given information?

Students are guided to make a diagram and write the equations to formulate the
problem.(see solution in appendix A)

Let t = 0 be the time when the two boats start moving. Let S1 and S2 be the constant
speeds of the two boats and t1 the time when they first pass each other and t2 the
time when they pass each other for the second time. Let X the width of the river.
 Fig. 4: Diagram including unknowns in problem 6.

S1t1 = 1400

1400 + S2 t1 = X

S1 t2 = X + 600

S2 t2 = 2X - 600

Because there are five unknowns and only four equations in the above system of
equations, students are tempted to say that it is not possible to find the width X of the
river. This particular problem can be used to generate activities where students will
have to think in order to come up with a correct answer to the question in the problem.
Enough time should be given to students to discuss such a challenging problem. They
should be allowed to work in groups and if students cannot finish the work in class,
they should be allowed to continue solving the problem as a homework assignment.
Students will not benefit if the solution is given to them without giving them enough
time to investigate this type of problems. Learning will take place through the time and
efforts spent on finding a solution even if they have difficulties finding one. These
types of problems involve a lot of thinking both to understand the problem and to come
up with a solution and they are necessary if we want our students to develop their
thinking skills to the highest level possible and become genuine problem solvers.

It is not difficult to design problems that can activate students thinking. One has to
avoid problems with one obvious solution. Note that the question in problem 6 does
not say find the width of the river" but is it possible to find the width of the river using
the given information?". A question of the type find the width of the river" already
assumes that it is possible to find the width X. However questions of the second type
are more demanding and therefore suitable to develop thinking skills.

Open ended problems, usually with many valid answers, can also be used as tools to
generate activities where students have to think in order to come with answers. Useful
discussions can be generated in order to compare all valid answers generated by
students. I now give an example of an open ended problem.

Problem 7: Create a set of data points that satisfies the following conditions:
The set includes 8 data values.
The range of the data set is 20.
The median is equal to the mean.
Show that your data set satisfies the conditions.

Logical reasoning is fundamental to success in mathematics in general and problem

solving in particular. Inductive reasoning uses easy to understand cases to identify
patterns and it can also be used to establish relationships between mathematical
objects. Deductive reasoning uses mathematical definitions, axioms, rules and
theorems to draw conclusions. Deductive reasoning is fundamental to critical thinking.
Geometry problems may be used as tools to develop deductive reasoning [14]. I
believe that both must be used and explicitly discussed with students.
3.4 Attitude and Problem Solving

Learners must persevere and take the risk of failing in solving a given problem. They
must also understand that learning takes place even when they are not able to solve a
problem. What count is the time and efforts spent looking for a solution. Students do
not learn much from problems that they can easily solve, they learn more from
challenging problems where they have to persevere. However, students left alone with
challenging problems to solve may get frustrated and develop a negative attitude
towards mathematical problem solving. The instructors task is not easy. He must not
give too much information so that students will not have anything to think about. But
also he should give enough help so that students will not be frustrated [10].

I found that historical facts about mathematics and real life mathematical problems
motivate students. I use both to highlight the power of mathematics and its
applications. Below is a real life problem related to trigonometry about measuring the
circumference of the earth [1].

Problem 8: More than two thousand years ago Eratosthenes of Cyrene (276 BC-194
BC), a Greek mathematician, used the rays from the sun and the shadow of a stick to
measure angle = 72 degrees. Assume that the ray from the sun falls vertical at
Syene and the stick used at Alexandria is also vertical. Assume also that the earth is
circular and find the circumference of the earth.
 Fig. 5: Rays from the sun and the shadow to measure angle .

Students are more interested in real life problems because they make sense and also
give reasons to study mathematics.

3.5 Metacognition and Problem Solving

The term metacognition refers to a learners knowledge about his or her process of
cognition and the ability to control and monitor those processes as a function of the
feedback the learner receives via outcomes of learning [14]. Learners must control
and reflect on their cognitive processes in order to solve challenging problems. It is
thought that the best way to help students become aware about their own thinking is
to create opportunities where they have to explain their thinking explicitly. As an
example let us look at the following problem.

Problem 9: Ahmed walked at a constant speed of 6 km/hour along a straight line from
A to B, then walked back along the same line from B to A at a constant speed of 4
km/hour. What is the average speed over the entire trip? (Definition: Average speed =
total distance / total time)
When the above problem was given to students in level (2) advanced mathematics, all
students answered the question as follows:

average speed = (6 + 4) / 2 = 5 km/hour

When asked to explain their answer, they said that any average is found by adding all
data values and divide the sum obtained by the number of data values. They simply
ignored the definition given to them. I next guided them to work in groups, look back at
the problem and use the definition to answer the question. They had to justify the
steps of their calculations and their thinking within their group. When the correct
answer based on the definition was obtained, I asked students to discuss within their
groups what happened and why all students answered the question without taking into
account the definition. I explicitly ask them to think about the way they solved the
problem and why.

Metacognitive skills help students to analyze both the question and the solution
developed. They also help students to look back at the problem and restart if
necessary. In designing activities that may help students be aware of their
metacognitive skills, I have taken into account the following: 1. Metacognitive skills
have to be taught explicitly.[15-18] 2. Only genuine mathematical problems, that
students have not solved before, help them develop metacognitive skills. 3. Students
need to explain to other students and the teacher their way of thinking. 4. I sometimes
use examples to explain my own thinking in solving problems.
3.6 Group Work and Problem Solving

Experience shows that group work is very useful in solving problems in general [12].
When the problem given to students is challenging, students are happy to work in groups.
In fact is was shown that cooperative learning and metacognitive activities have positive
effects on the students abilities to solve problems [19-20]. Group work also prepares
students for the future where they have to work together on large problems and projects.

CONCLUSIONS

Many skills and factors are involved when genuine mathematical problems are being
solved. Instructors have to understand and be familiar with these factors and skills. They
also need to design activities and guide students to develop and use these skills. It is also
possible to design problems that focus on a limited number of skills and factors.

Students develop these skills only if genuine mathematical problems solving is taking
place. The solved examples in the textbooks give the idea that problem solving is a linear
process with no false start or illogical attempts. Also the way the solution is presented
does not show how much time and efforts are needed to come up with a useful solution.
Even the problems suggested at the end of a chapter are usually of the same type as
those already solved. Students may start to practice on less demanding problems.
However as they become more confident, problems should be varied and more
demanding. Students need to understand that even when no solution to the problem is
obtained, learning is taking place. It is the time and efforts spent on finding that contribute
to the learning process. All the thinking taking place and the organization of ones
thoughts during the problem solving process contribute to the learning process.

ACKNOWLEDGEMENT

The author would like to thank all colleagues at UGRU with whom he had fruitful
discussions about this work.

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APPENDIX A