DEVELOPING PROBLEM-SOLVING ABILITY:

Learning to become a good problem-solver is a means to developing mathematical

thinking, and discovering new mathematical ideas.

NCTM: The goal is “ for all students to become increasingly able and willing to engage
with and solve problems.”

The challenge for teachers is to find ways during mathematics` instruction for students to
engage in thinking critically and creatively.

The PROBLEM-SOLVING PROCESS:

George Polya`s four phases of problem-solving are the framework often recommended for
teaching problem-solving.

1. Getting to Know the Problem: Students need to understand the problem presented.
E.G. Have your students tell the problem in their own words.

2. Devising a Plan: Small groups of students can discuss possible solution strategies and
then try a common strategy. You can start with whole class discussions. Encourage
students to estimate a solution process.

3. Implementing the Solution Plan: Allow your students to select and develop their own
solution processes. e.g. draw a picture, construct a table….DO NOT ERASE partial
solutions. They are useful to evaluate student thinking.

4. Looking Back and Looking Beyond: Students need time to reflect on their solution
strategy- may realize that the question has not been answered or there are more
answers.

PROBLEM-SOLVING STRATEGIES:

1. Construct a table or chart-

e.g. “ Clear Pond” Problem: Today one blade of grass took root in Clear Pond. Every
day the grass population doubles- that is, tomorrow there will be two blades of grass,
the next day 4 blades and so on. On the 10th day, how many blades of grass will be in
the pond? If the capacity of the pond is one million blades of grass, on what day will it
be filled? Estimate first and then figure it out.

2. Find a Pattern: Put your data into a table and then look for a pattern.

e.g. “Streamer “ Problem: Imagine that you have been hired to decorate a room with
streamers. The streamers will be attached at the ceiling in such a way that all opposite
 corners of the room will be connected. How many streamers are needed to decorate a
10-sided room? (Grades 5-6)

3. Solve a Simpler Problem:

e.g. “Connecting Points” Problem: A circle has 25 points marked on it. How many
straight lines will there be when each of the points is connected to each of the other
points on the circle?

4. Guess and Check: This strategy is used but is not always an efficient one.

e.g. “Balanced Triangle” Problem- Place the numbers 1,2,3,4,5, and 6 in the circles,
using each number only once. The three numbers on each arm of the triangle must add
up to 12.

5. Work Backwards: There are a series of actions or events. Begin at the end state and
work backward until a solution is reached.

e.g. :” Rock Star Picture” Problem-Shane gave one half of his rock star pictures to
Samantha, and then gave 6 pictures to Darryl and had 12 left. How many rock star
pictures did Shane have before he gave any away?

6. Consider all possibilities: Make a table and systematically consider all possibilities .

e.g.” Police Vehicles” Problem - A city`s police department has 15 cars and
motorcycles. The total number of wheels on the cars and motorcycles is 42. How
many police cars does the department have?

7. Use Logical Reasoning: Thinking it Through.

 e.g. “Partners” Problem- Mona, Rita and Sandra are married to Allan, Fred and Dan,
but

(a) Sandra does not like Dan

(b) Rita is married to Dan`s brother
(c) Allan is married to Rita`s sister.

Who is married to whom?

8. Change your point of View:

e.g. “Planting Tomatoes” Problem- Mrs. Andrews planted 10 tomato plants in 5 rows
of 4 plants each. How did she do this?

9. Write an open Sentence: i.e. write an equation and solve first one variable and then the
other.

e.g. “Fruit Problem”- Elaine bought 5 peaches and 3 apples. She figures out that she
would have to pay 8 cents more if she bought 3 peaches and 5 apples. What is the
difference between the price of 1 peach and 1 apple?