Developing Critical Thinking and

Problem Solving Skills

Barrowed from
Dr. Edwin D. Ibañez CLSU

Presented by:
Perfidia I. Villamar – Sta. Rosa I Elem. School
Maricar T. Pelegrino – Sta. Rosa II Elem. School
What do you think
are the important
skills that students
of the 21st century
need to learn in
mathematics?
CRITICAL THINKING
and
PROBLEM SOLVING
 CONTENTS

SKILLS &
CONTEXTS
PROCESSES

MATHEMATICAL VALUES &

TOOLS ATTITUDES
Number and Number Sense Measurement Geometry

CONTENTS

Patterns and Algebra Probability and Statistics

 Knowing and Understanding Estimating, Computing & Solving Visualizing & Modelling

SKILLS & PROCESSES

Representing & Communicating Applying & Connecting

Reasoning
Accuracy Creativity Objectivity

VALUES & ATTITUDES

Perseverance Productivity
Manipulative Objects Measuring Devices Calculators & Computers

MATH’L TOOLS

Smart Phones & Tablets Internet

Beliefs Environment Language

CONTEXTS

Culture Learners prior knowledge

and Experiences
 DISCOVERY AND INQUIRY- BASED
LEARNING
Students learn when they make use
of personal experiences to discover.
EXPERIENTIAL AND SITUATED
LEARNING
Learning is created through
transformation of experience.
 COOPERATIVE LEARNING
Active learning is achieved by working
with others in a shared task.
 REFLECTIVE LEARNING
Learning is facilitated by reflective
thinking.
 CONSTRUCTIVISM
Learners are active constructors of
knowledge.
CRITICAL THINKING
and
PROBLEM SOLVING
CRITICAL
THINKING
DEVELOPMENT of CRITICAL
THINKING

Critical thinking, accor-

ding to Scriven and Paul
(1987) is the intellectually
disciplined process of
remembering,
understanding, applying,
analyzing, evaluating,
and creating information.
The backbone for all of
these…
 Creating
Y

Generating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.
M

Evaluating
O

Justifying a decision or course of action

N

Checking, hypothesising, critiquing, experimenting, judging

O

Analysing
X

Breaking information into parts to explore understandings and relationships

Comparing, organising, deconstructing, reversing, interrogating
A

Applying
T

Using information in another familiar situation

Implementing, carrying out, using, executing, finding
S
’

Understanding
M

Explaining ideas or concepts

Interpreting, summarising, paraphrasing, classifying, explaining
O
O

Remembering
L

Recalling information
Recognising, listing, describing, retrieving,counting, naming
B
 Creating Using knowledge of
fractions, write a question
Y

Generating new ideas, products, or ways of viewing things given a context/situation.

Designing, constructing, planning, producing, inventing.
M

In context, compare
Evaluating
O

fractions with a variety of

Justifying a decision or course of action different denominators
N

Checking, hypothesising, critiquing, experimenting, judging and come to a conclusion.

O

Analysing Given a fraction average,

X

Breaking information into parts to explore understandings and relationships find the other fraction if
Comparing, organising, deconstructing, interrogating, reversing one fraction is known.
A

Applying
T

Using information in another familiar situation Find the average of two

Implementing, carrying out, using, executing, fractions.
S

finding
’

Understanding
M

Order the fractions listed.

Explaining ideas or concepts
O

Interpreting, summarising, paraphrasing, classifying, explaining

O

Remembering List all the fractions you

L

Recalling information know.

B

Recognising, listing, describing, retrieving, counting, naming

Thus,
to think critically is to follow a clear line of
hierarchical processes in the given
mathematical task.
 Mathematical
Task
Question:
How many circles are there in the drawing?

LOTS
Revised Question:
Think of different ways to determine the number of circles and
translate it into number sentence.
 H O
4 x 4 =16T S (2 x 5) + (2 x 3) = 16 (4 x 3) + (4 x 1) = 16

(4 x 5) - (4 x 1) = 16 (5 x 5) - (3 x 3) = 16
x 1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9
2 2 4 6 8 10 12 14 16 18
3 3 6 9 12 15 18 21 24 27
4 4 8 12 16 20 24 28 32 36
5 5 10 15 20 25 30 35 40 45
6 6 12 18 24 30 36 42 48 54
7 7 14 21 28 35 42 49 56 63
8 8 16 24 32 40 48 56 64 72
9 9 18 27 36 45 54 63 72 81
 Multiplication table is used to learn basic
multiplication facts.
 The pupils may refer to it when looking for the
products and for the missing factor.
 Seldom, teacher use it to make students discover
number patterns.

One way to develop the critical thinking of our students

is to let them EXPLORE…
Mathematical Task
Examine the multiplication table below. Think of
different ways to find the sum of all the products.
x 1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9
2 2 4 6 8 10 12 14 16 18
3 3 6 9 12 15 18 21 24 27
4 4 8 12 16 20 24 28 32 36
5 5 10 15 20 25 30 35 40 45
6 6 12 18 24 30 36 42 48 54
7 7 14 21 28 35 42 49 56 63
8 8 16 24 32 40 48 56 64 72
9 9 18 27 36 45 54 63 72 81
1. Adding all the products
1+2+3+4+5+6+7+8+9+2+4+6+…+63+72+81 = 2,025
x 1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9
2 2 4 6 8 10 12 14 16 18
3 3 6 9 12 15 18 21 24 27
4 4 8 12 16 20 24 28 32 36
5 5 10 15 20 25 30 35 40 45
6 6 12 18 24 30 36 42 48 54
7 7 14 21 28 35 42 49 56 63
8 8 16 24 32 40 48 56 64 72
9 9 18 27 36 45 54 63 72 81
2. Looking for pattern
x 1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9 = 45 = 1(45)
2 2 4 6 8 10 12 14 16 18 = 90 = 2(45)
3 3 6 9 12 15 18 21 24 27 = 135 = 3(45)
4 4 8 12 16 20 24 28 32 36 = 180 = 4(45)
5 5 10 15 20 25 30 35 40 45 = 225 = 5(45)
6 6 12 18 24 30 36 42 48 54 = 270 = 6(45)
7 7 14 21 28 35 42 49 56 63 = 315 = 7(45)
8 8 16 24 32 40 48 56 64 72 = 360 = 8(45)
9 9 18 27 36 45 54 63 72 81 = 405 = 9(45)
=45(45)
= 2025
3. Looking for pattern
x 1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9
2 2 4 6 8 10 12 14 16 18
3 3 6 9 12 15 18 21 24 27
4 4 8 12 16 20 24 28 32 36
5 5 10 15 20 25 30 35 40 45 = 45 x 45
6 6 12 18 24 30 36 42 48 54 = 2025
7 7 14 21 28 35 42 49 56 63
8 8 16 24 32 40 48 56 64 72
9 9 18 27 36 45 54 63 72 81
4. Getting the average of all the averages is 25.
x 1 2 3 4 5 6 7 8 9
1 1 2 3 4 5 6 7 8 9
2 2 4 6 8 10 12 14 16 18
3 3 6 9 12 15 18 21 24 27
4 4 8 12 16 20 24 28 32 36 25 x 81
5 5 10 15 20 25 30 35 40 45 =2025
6 6 12 18 24 30 36 42 48 54
7 7 14 21 28 35 42 49 56 63
8 8 16 24 32 40 48 56 64 72
9 9 18 27 36 45 54 63 72 81
 Teacher plays an
important role in
giving and answering
varied mathematical
tasks to his students.
 Math teachers, should
model the way they
think when giving and
solving mathematical
questions.
Remember …
Critical thinking is a key factor in
separating those students

who can 'do' math

who truly understand what they're

doing.
Remember
 When students do math, they can perform
computations and explain concepts
because they've learned formulas and
definitions through practice and rote
memorization. But they don't necessarily
know why the formula works, but they can
use it. Likewise, they may not know how
some ancient mathematician defined the
concept, but they know the definition.
Remember
On the other hand, students who've been
taught to think CRITICALLY in math can
explain why a formula works, and they can
trace the steps used to define a concept.
Not only can they solve a problem, they
can explain the logic behind the process
they used to reach a solution.
 PROBLEM
SOLVING SKILL
 Among many mathematics
educators there is a growing recognition
of the need in school to increase the
emphasis on process objectives. These
have tended to be neglected in favour of
content objectives.
Problems and Problem
Solving

“Most, if not all, important

mathematics concepts and
procedures can best be taught
through problem solving.”
--John Van de Walle
 DEFINITION

“Creative problem solving is - looking

at the same thing as everyone else and
thinking something different.”

Adapted from a famous quote from a former

Nobel prize winner, Albert Szent-Gyorgi.

Optimist International 40
EXERCISE

Optimist International 41
 The Nine Dot Problem (Maier, 1931)

 Can you connect all of the

dots with just 4 straight
lines?
 You cannot take your pen
off the paper
 You can’t use a
ridiculously big pen
 The second line must start
where the first line
finished. The third line
must start where the
second line finished etc.
 Imagine the dots are
drawn on a flat an
immovable surface
 The solution…
Solution to The Nine Dot Problem (Maier,
1931)
A SOLUTION

Optimist International 44
 LET’S TALK ABOUT:

 Why don’t we think creatively more often?

 What are the barriers that get in our way?

Optimist International 45
 BARRIERS THAT GET IN OUR WAY

 Time
 Why change?
 Usually don’t need to be creative
 Habit
 Routine
 Haven’t been taught to be creative

What are some other barriers that get in our way?

Optimist International 46
MENTAL BLOCKS

Mental blocks are

reasons (attitudes)
why we don’t
“think something
different.”

Optimist International 47
 TOOLS & TECHNIQUES

BRAINSTORMING

Purpose:
To generate a large
number of ideas in a
short period of time.

Optimist International 48
 BRAINSTORMING

Rules for Brainstorming:

 The more ideas the better!

 No discussion
 No idea is a bad idea
 Build on one another’s ideas
 Display all ideas

Optimist International 49
 What is Problem Solving?

“Problem solving means engaging in a

task for which the solution method is
not known in advance.”
--Principles and Standards for School
Mathematics
It encompasses exploring, reasoning,
strategizing, estimating, conjecturing,
testing, explaining, and proving.
 What is a Problem?

A problem is a task that requires the

learner to reason through a situation
that will be challenging but not
impossible.
Most often, the learner is working with
a group of other students to meet the
challenge.
 Problem or Exercise?

An exercise is a set of number

sentences intended for practice in the
development of a skill.
A problem is what we commonly refer
to as a “word problem.”
But beware! Problems can become
exercises!!
 Common Characteristics of a
Good Problem

It should be challenging to the learner.

It should hold the learner’s interest.
The learner should be able to connect
the problem to her life and/or to other
math problems or subjects.
It should contain a range of challenges.
It should be able to be solved in
several ways.
 Successful at Problem
Solving?

Having success means that the child

has discovered a way of thinking about
mathematics that he had not
experienced before he came upon this
problem.
Success will involve the process of
problem solving as well as
understanding the content presented.
How many rectangles appear in
the figure below?
 Success with “How Many
Rectangles”

Do the students resolve the question

about whether to include the squares
in their count of rectangles?
Do they understand that squares meet
all the criteria to be considered a
rectangle?
Do they recognize that there are many
different sizes of rectangles in the
drawing?
The Teacher’s Role in
Problem Solving

“The more regularly that teachers

make it part of the curriculum, the
more opportunities students will
have to become successful problem
solvers.”
--Children Are Mathematical Problem
Solvers
 Choosing Problem-Solving
Tasks

The problem must be meaningful to the

students.
The teacher must sometimes adapt the
problem to make it more meaningful.
The teacher must work the problem to
anticipate mathematical ideas and
possible questions that problem might
raise.
 Presenting the Problem

It must be interesting and engaging.

It must be presented so that all
children believe that it’s possible to
solve the problem, but that they will be
challenged.
The teacher has to decide whether
students will work individually or in
groups.
 In Kindergarten…

Students act out family experiences

about meals they might eat at home.
“Tom sets the table. He puts down 3
plates and then 1 more. How many plates
are on the table?”
Using paper plates, each child can act
successfully solve a story problem.
 In First Grade…

Students might solve the following

problem and then explain their
solutions at the board:
“I took 4 rides on the roller coaster. My
sister took 5 rides. How many roller
coaster rides did we take in all?”
Students could use any way that
makes sense to them to solve this
problem.
 In Second Grade…

Using Solve and Discuss, students might

solve the following problem:
“Last year our school had 5 computers in the
library. They bought some more over the
summer. Now there are 12. How many computers
did they buy over the summer?”
Two or three children might show their
solutions on the board. Students at their
desks should be encouraged to ask
questions:
5 + 7 = 12 • How did you get 7 more?
C buy now • Why did you start with 5?
• How did you know 7 was a
partner?
5 + 5 + 2 = 12
• How did you know 12 was the
C buy now total?
• Where did you get 5 + 2?

xxxxx xxxxxxx 12
5c 7 buy now
 In Third Grade…

Students might solve the following

problem and record their answers in
several ways:
“Chris picked 8 apples. His mother picked
6 more. How many apples do they have
now?”
Children might show their solutions in
several ways:
Math Mountain: Count All:
now 14 now
T xxxxxxxx xxxxxx
14
Chris Mom
8 6
P P
Chris Mom

Count On:
Equation:
8 xxxxxx 14
8 + 6 = 14
had count on now
P P T
6 more
 In Fourth Grade…

As the problem become more complex,

students may rely less on pictures and
more on ways to represent the steps in the
problem:
“In the morning, 19 students were working on
a science project. In the afternoon, 3 students
left and 7 more students came to work on the
project. How many students were working on
the project at the end of the day?”
 Manipulatives and drawing paper should still
be available for those students who would
like to use it. Following are abstract ways to
represent this problem:
 Tommy’s Method Lucy’s Method
Write an equation for each step. Write an equation for the whole
problem.
Find the total number of students Let n = the number of students working on
who worked on the project. the project at the end of the day.
19 + 7 = 26
Students who left Students who
Subtract the number of students arrived
who left in the afternoon.
in the afternoon. in the afternoon.
26 – 3 = 23

19 – 3 + 7 = n
23 = n
 In Fifth Grade…

Students are still encouraged to solve

problems any way that works for them.
“A right triangle has sides of 4 feet, 5 feet,
and 1 yard. What is its perimeter in
inches?”
In this case, students may well want to
draw a picture to assist them in solving
this problem.
 Thus, to put emphasis on
process objectives in the teaching of
mathematics, the inclusion of
process-oriented mathematical tasks
is needed.
 Mathematical
Tasks

Figure 1 Figure 2 Figure 3

Given these figures, try to differentiate the following tasks:

1. If the pattern continues, how many squares are in Figure 4?
2. If the pattern continues, how many squares are in Figure 100?
3. If the pattern continues, study.
Task 1
If the pattern continues, how many squares
are in Figure 4?

Math exercise is a task where the students

know what is asked and know the direct way
of doing it?
Task 2
If the pattern continues, how many squares
are in Figure 100?

Math problem is a task where the students

know what is asked but do not know the
direct way of doing it?
Task 3
If the pattern continues, study.

Math investigation is a task where the

students do not know what is asked and do
not know the direct way of doing it?
 Classify the following
mathematical tasks.
1. Compute 210 without using calculator.
2. Perform the indicated operations and
simplify.
1 1 1 1 1
    ... 
1 2 2  3 3  4 4  5 99 100
3. Some natural numbers can be expressed as sum
of consecutive positive integers: 9 = 2 + 3 + 4;
11 = 5 + 6; 18 = 3 + 4 + 5 + 6; and so on. Study.
4. A census-taker knocks on a door, and asks the woman inside how
many children she has and how old they are. She answered

“I have three daughters, their ages are

whole numbers, and the product of the
ages is 36,” says the mother.
“That’s not enough information.”
responds the census-taker.
“I’d tell you the sum of their ages, but
you’d still be stumped.”
“I wish you’d tell me something
more.”
“OK, my oldest daughter Annie likes
dogs.”
What are the ages of the three daughters?
 Therefore, as teachers of mathematics,
it is important that we need to become
familiar with these process oriented
mathematical tasks – for variation
purposes. The learning that takes place in
the classroom is, in one way or another,
affected by the kind of tasks that we give
to our students.
• Problem is a mathematical task where
students know what is ask but do not know
the direct way of doing it.
• Problem solving is a process of solving
problem and should be the central focus of
mathematics curriculum. As such, it is a
primary goal of all mathematics instruction
and an integral part of all mathematical
activities. Problem solving is not a distinct
topic but a process that should permeate and
provide the context in which concepts and
skills can be learned (Martin, D.C, 2013)
Model Describing Students’Problem
SolvingAbilities

GOAL PROCESS
PROBLEM
SOLVING
ABILITIES

SKILL
 The GOAL of problem solving is
identifying and attaining the desired end, or
what the problem asks for.
Problem solving as a PROCESS is a
planned strategy to attain the goal of the
problem.
Students develop the SKILL in problem
solving when they are able to solve different
types of problems and apply different
strategies to obtain the answer.
 REMEMBER THIS…

Problem solving seen within the context of

GOAL, PROCESS and SKILL can be
rolled into one. That is, the goal sets the
process to be pursued. When the process is
done repeatedly and correctly in different
ways using different strategies, it becomes
a skill.
 Problem Solving Strategies
1. Make a Table
2. Guess and Check
3. Eliminating Possibilities
4. Using Formulas
5. Searching for Patterns
6. Using Real Object
7. Drawing Diagrams/Pictures
8. Make an Orderly List
9. Simplifying Problem
10. Working Backwards
 Approaches to Problem
Solving
Teaching FOR Problem Solving
Give emphasis on the teaching of mathematical concepts
and skills needed to solve word problems.

Math’l concepts include: Math’l skills include:

Numerical Remembering
Algebraic Understanding
Geometrical Application
Statistical Analysis
Probabilistic Evaluation
Analytical Creating
Teaching ABOUT Problem Solving
Gives emphasis on the general methods of analyzing and
solving problems.

This refers to learning the heuristics, methodologies,

strategies, and techniques of problem solving.

Teaching THROUGH Problem Solving

Gives emphasis to the teaching of new concepts in the
context of solving problems. Problem solving is used to
introduce/learn new concept, aiming for skills
development in the end.
Problem 1
Mr. Castro is scheduling a basketball tournament
in his barangay. There are 5 teams that register.
Each team will play once with each of the other
teams. How many games should he schedule?
Problem 2
For a given number of points on the circle, what is
the maximum number of chords joining them?
 In mathematics, we spend lots of time learning
about calculations, calculations,
calculations…
 Please… let’s not forget about
application, including perhaps the most
important application of all,

learning how to think.

THE END