Professional Documents
Culture Documents
Is able to:
o Order and organize that which is immediately present
Unable to:
o Recognize and evaluate the possible
o Distinguish the setting of a problem situation from its structure
o Reason from a hypothesis that is not attached to reality
Formal operational:
Use more efficient strategies than concrete operational students and consequently are better
problem solvers.
Is capable of:
o Hypothetical thought and logical reasoning from a proposition
o Forming all combinations of objects and isolating variables in the analysis of a problem
situation
o Drawing diagrams, set up equations, establish key relationships, and recall facts
o Using a greater variety of processes and do more deductive thinking and subsequent
evaluation
Key Ideas:
As students mature, they seem better able to organize their thinking so that more than one
variable can be considered
Systematic deduction and successive approximation and strategies exhibited more often as
students develop cognitively.
It is important for teachers to build problem-solving skills in all of their students, whether they
be concrete operational or formal operational individuals.
Teachers have to build on the capabilities possessed by concrete operational students and
recognize their inability to organize systemize, and efficiently carry out the solutions
The approaches needed to bridge the gap between intuition and formal process are those that
help to organize data and relationships for systematic processing.
Students should be encouraged to use intelligent guessing and testing, or try any other strategy
they wish to use
More organized and efficient strategies can be assimilated naturally built on intuitive
understanding and planning processes that the students can already use effectively
Two approaches for the selection of problems and for instruction in problem solving:
Teachers who are inclined to pursue problem solving for its own sake should allow students to
work with pairs of problems that are similar in structure and that involve similar tasks
It is helpful for students to develop good memory for problems and have experience with a
variety of problem structures.
1. Select tasks that require the use and practice of specific methods
2. Select tasks that can elicit creative and insightful thought and consequently develop general problem-
solving abilities
Problem-Solving Preliminaries
Students often form a psychological set when they approach a problem (if they dont get a
simply answer then they start over)
Provide students with many examples covering a variety of problem-solving techniques
Key Ideas:
John Flavell- Metacognition refers to ones own cognitive processes or anything related to
them. It refers not only to ones awareness of cognitive processes but also to the self-monitoring,
regulation, evaluation, and direction of cognitive activity.
Key to successful problem solving is to be in control of the process
Possible control decisions that ought to be considered:
o Thoughtless decisions- move the process in scattered directions and do not build on any
previous experiences or knowledge
o Impatient decisions- either stop the process entirely or keep the problem solver moving
directionless in quest of a solution without even seeing a path to a conclusion, either
successful or unsuccessful
o Constructive decisions- involve carefully monitoring control while employing knowledge
and skills in a meaningful way, using proper solution paths and abandoning unsuccessful
ones
o Immediate procedure decisions require no control, since they simple access the
appropriate solution path stored in long-term memory
o Nondecision- results when the statement of the problem is so perplexing that no
knowledge or prior experience is helpful in the solution and the problem solver gives up
Problem-Solving Strategies
A combination of these strategies is the most likely occurrence when solving a problem
Encourage your students to be creative in their approach to problems, encourage them to solve problems
in a variety of ways, encourage them to look for more than one answer to a problem, and encourage
students to talk to themselves when tackling a problem
1. Working backwards
Use when the goal is unique but there are many possible starting points
Start from the desired conclusion and work backwards to a point where the given
information is reached
2. Finding a pattern
Logic and order
To look for a pattern in a mathematics problem that calls for finding a pattern is not what
this technique is about, rather this technique is most useful when the problem does not
call for a pattern to be found
3. Adopting a different point of view
This strategy is a very useful method that requires forcing yourself to attempt to solve a
problem by thinking about it in a different way
The more solutions a teacher shows the class, the more the teacher can reach to the
individual learner, and the broader the instructional program will be.
6. Making a drawing
9. Organizing data
Students can be trained to develop and solve their own, self-made problems by making changes,
even simple changes, in existing ones.
When students are developing their own problems, they may occasionally create problems that
are beyond their ability or capacity to solve