BSEM 35 PROBLEM SOLVING AND MATHEMATICS EDUCATION REVIEWER

UNIT I:

PROBLEM SOLVING (Definition and Process)

Problem solving plays an important role in mathematics and should have a prominent role in
mathematics education. The term "problem solving" refers to mathematical tasks that have the
potential to provide intellectual challenges for enhancing students' mathematical understanding
and development. (National Council of Teachers of Mathematics).

To solve problems in mathematics is to know what are given and what is asked in the problem.
Math problems often require established procedure and knowing what and when to apply them.
To identify procedures, you have to be familiar with the problem situation and be able to collect
the appropriate information, identify a strategy or strategies and use the strategy appropriately.

There appear to be four basic steps. Pólya (George Pólya, Hungarian-American mathematician)
enunciated these in 1945 but all of them were known and used well before then. And we mean
well before then. The Ancient Greek mathematicians like Euclid and Pythagoras certainly knew
how it was done.

PÓLYA FOUR STEPS IN PROBLEM SOLVING

1. UNDERSTAND AND EXPLORE THE PROBLEM

a. Read
• Read the problem carefully.
• Underline clue words.
• Ask yourself if you've seen a problem similar to this one. If so, what is similar about
it?
• What do you need to do?
• What facts are you given?
• What do you need to find out?
2. FIND A STRATEGY
a. Game Plan
• Define your game plan.
• Have you seen a problem like this before?
• Identify what you did.
• Define your strategies to solve this problem.
• Try out your strategies. (Using formulas, simplifying, use sketches, guess and
check, look for a pattern, etc.)
 • If your strategy doesn't work, it may lead you to an 'aha' moment and to a strategy
that does work.
3. USE THE STRATEGY TO SOLVE THE PROBLEM
a. Solve
• Try out your strategies to solve the problem
4. LOOK BACK AND REFLECT ON THE SOLUTION
a. Check
• This part is critical. Look over your solution.
• Does it seem probable?
• Did you answer the question?
• Are you sure?
• Did you answer using the language in the question?
• Same units?

ROLE OF PROBLEM SOLVING IN MATHEMATICS

• Problem-solving helps students develop essential life skills such as critical and analytical
thinking, creativity, and perseverance.

• It shifts Mathematics from a subject of rote memorization to one of exploration, discovery,

and understanding.

• Students who engage in problem-solving are more likely to understand the "why" behind
Mathematical rules, which leads to deeper learning and the ability to transfer knowledge
to other disciplines.

MATHEMATICS EDUCATION AS A PLATFORM FOR PROBLEM SOLVING

• Problem-solving is referred to as the practice of teaching and learning Mathematics by

solving problems, which involves learning the algorithms and formulas necessary for
computation.

• It serves as a platform to learn and teach Mathematics in a better way, providing students
with real-life applications and a more comprehensive understanding of the subject.

• The practice of teaching and learning Mathematics, along with the associated scholarly
research, focuses on continuous improvement in methodologies and learning outcomes.
• The systems in Mathematics education encompass all aspects of teaching, learning, and
assessing Mathematics, creating a well-rounded approach to developing Mathematical
skills in students.
TEACHING PROBLEM SOLVING

• Educators play a critical role in helping students develop problem-solving skills by

providing opportunities for them to engage in challenging, meaningful problems.

• Techniques such as inquiry-based learning, collaborative learning, and using open-ended

questions can foster a problem-solving mindset in students.

• Assessment in Mathematics should not only measure students' ability to compute

answers but also their problem-solving processes.

PROBLEM SOLVING AND THE CONCEPTUAL FRAMEWORK OF THE K TO 12 MATHEMATICS

CURRICULUM

• At the core of the framework is Critical Thinking and Problem Solving, symbolizing the
ultimate goal of mathematics education—empowering students with the ability to think
critically and be able to learn the problem solving.

Surrounding the core are pedagogical approaches that shape how students engage with
Mathematics:

• Discovery and Inquiry-based Learning: Encouraging students to explore and find

solutions through questioning.
• Experiential and Situated Learning: Learning through real-life experiences.
• Reflective Learning: Developing understanding through self-reflection.
• Constructivism: Building knowledge through active participation.
• Cooperative Learning: Learning in collaboration with others to enhance understanding.
CONTENT

• Numbers & Number Sense: Understanding the properties, relationships, and operations
of numbers.
• Measurement: Learning to quantify and compare attributes such as length, mass,
volume, and time.
• Geometry: Exploring shapes, space, and their properties and relationships.
• Patterns & Algebra: Identifying patterns and understanding algebraic expressions and
equations.
• Statistics & Probability: Analyzing data, calculating probabilities, and understanding
statistical relationships.

SKILLS & PROCESSES

• Knowing & Understanding: Grasping mathematical concepts and principles.

• Estimating: Approximating values and solutions based on context.
• Computing: Performing mathematical calculations accurately.
• Solving: Developing strategies to find solutions to mathematical problems.
• Visualizing & Modelling: Representing mathematical concepts visually or through
models.
• Representation & Communicating: Expressing mathematical ideas effectively in various
forms (graphs, equations, etc.).
• Conjecturing: Making educated guesses or hypotheses based on patterns or evidence.
• Reasoning: Thinking logically and critically to reach conclusions.
• Proving: Validating mathematical ideas through logical argument or demonstration.
• Decision-Making: Using mathematical understanding to make informed choices.
• Applying & Connecting: Relating mathematical concepts to real-world situations and
other areas of study.

VALUES & ATTITUDES

• Accuracy: Ensuring correctness in computation and problem-solving.

• Creativity: Finding innovative approaches to solve Mathematical problems.
• Objectivity: Being unbiased and logical in Mathematical reasoning.
• Perseverance: Maintaining effort and focus even when faced with challenging problems.
• Productivity: Efficiently and effectively applying Mathematical knowledge to complete
tasks.
MATHEMATICAL TOOLS

• Manipulative Objects: Physical tools (e.g., blocks, counters) used to explore

Mathematical concepts.
• Measuring Devices: Tools like rulers, scales, and clocks to quantify and compare physical
quantities.
• Calculators & Computers: Electronic devices to perform complex calculations and
graphing.
• Smartphones & Tablet PCs: Mobile technology used for Mathematical applications,
learning apps, and research.
• Internet: A resource for accessing a vast range of Mathematical information, tutorials,
and interactive tools.

CONTEXTS

• Beliefs: Personal convictions or assumptions about Mathematics and its relevance.

• Environment: The physical and social settings in which Mathematical learning occurs.
• Language: The communication tools and terminology used to describe Mathematical
concepts.
• Culture: How societal values, norms, and practices influence Mathematical learning and
understanding.
• Learner’s Prior Knowledge and Experiences: The foundation of knowledge and previous
experiences that learners bring to the study of Mathematics.

FACTORS AFFECTING PROBLEM SOLVING

Problem-solving is a critical aspect of Mathematics education, and several factors can impact how
effectively learners engage in and develop problem-solving skills.

a. PRIOR KNOWLEDGE AND EXPERIENCES

• A student’s background knowledge in Mathematics greatly influences their problem-
solving ability. If learners have a solid understanding of basic concepts and operations,
they are better prepared to tackle complex problems.
• Prior experiences with problem-solving approaches also shape how students analyze
and solve new problems.
b. COGNITIVE ABILITIES
• Memory: The ability to retain and recall information is crucial for problem-solving,
allowing students to apply previously learned concepts to new situations.
 • Reasoning and Logical Thinking: Effective problem solvers can logically process
information, recognize patterns, and make connections between different
mathematical ideas.
• Creativity: In some problems, especially non-routine ones, students must think
outside the box, devising unique solutions.
c. ATTITUDES AND BELIEFS ABOUT MATHEMATICS
• A learner’s attitude toward Mathematics can either enhance or impede their
problem-solving capabilities. Those who believe that Math is difficult or who fear
failure may avoid attempting challenging problems, while those who see Math as a
tool for problem-solving may persevere.
• Self-efficacy, or the belief in one’s ability to succeed, plays a significant role in whether
a student engages in problem-solving tasks.
d. METACOGNITIVE SKILLS
• Self-regulation: Effective problem solvers monitor their own thought processes,
assess their understanding, and adjust strategies when necessary.
• Reflection: Reflecting on what strategies worked or failed in previous problems allows
learners to improve their future performance.
e. INSTRUCTIONAL METHODS AND TEACHER SUPPORT
• Teachers play a vital role in shaping a student's problem-solving approach. Classrooms
that encourage open-ended questioning, exploratory learning, and guided practice in
solving non-routine problems foster better problem-solving skills.
• Teachers can also model problem-solving strategies and provide feedback, helping
students refine their approaches.
f. PROBLEM-SOLVING ENVIRONMENT
• The learning environment, including whether it supports collaboration, inquiry, and
creativity, can significantly affect problem-solving performance.
• A supportive classroom encourages students to take risks, make mistakes, and learn
from them without fear of judgment.
g. NATURE OF THE PROBLEM
• Complexity: Some problems require multiple steps or the application of various
concepts, which can either challenge or overwhelm students.
• Familiarity: Problems that students have seen before are easier to solve. Non-routine
problems, on the other hand, require students to apply their knowledge in new ways.
h. TIME AND RESOURCES
• Problem-solving often requires time to think critically, plan, and execute strategies.
Adequate time must be provided for students to explore solutions fully.
• Access to resources such as textbooks, technological tools, or collaboration with peers
can also aid in problem-solving.
LESSONS FROM RESEARCH STUDIES ON IMPLEMENTING PROBLEM SOLVING

a. Active Learning Enhances Problem-Solving Skills

• Research shows that active learning strategies—where students engage in hands-on
activities, collaborate with peers, and take an inquiry-based approach—improve
problem-solving skills.
• Teachers who use problem-based learning (PBL) or inquiry-based learning models
encourage students to think critically and apply their knowledge to real-world
scenarios.
b. Effective Problem Solving Requires a Gradual Shift from Guided to Independent Practice
• Studies emphasize the importance of scaffolding problem-solving instruction. Initially,
teachers provide significant guidance, modeling problem-solving techniques and
thinking aloud during the process.
• As students become more proficient, the level of guidance is gradually reduced,
enabling learners to take greater ownership of the problem-solving process.
c. Metacognitive Awareness Improves Problem Solving
• Research indicates that students who are trained to be aware of their own thinking
processes (metacognition) perform better in problem-solving tasks. Teaching
students to plan, monitor, and evaluate their problem-solving strategies leads to more
effective outcomes.
• Reflection activities, such as discussing which strategies were used and why certain
steps were taken, can significantly improve students’ problem-solving skills.
d. Collaborative Problem Solving Promotes Deeper Understanding
• Studies reveal that collaborative learning environments, where students work
together to solve problems, result in deeper conceptual understanding. Collaboration
allows students to share strategies, debate ideas, and develop solutions collectively.
• Peer-to-peer discussions often lead to the discovery of multiple methods to solve a
problem, enhancing creativity and critical thinking.
e. The Role of Real-World Contexts in Problem Solving
• Research supports the use of contextualized problems—problems that are connected
to real-world situations or applications. These types of problems make learning more
meaningful and motivate students to engage with mathematics.
• Students are more likely to persevere through difficult problems when they see their
relevance to everyday life or future careers.
f. Assessment and Feedback are Crucial for Growth
• Regular, formative assessments and timely feedback help students understand their
progress in problem-solving. Rather than focusing solely on right or wrong answers,
feedback should address the processes used and suggest improvements.
 • Research suggests that students benefit from problem-solving tasks being a part of
both formative and summative assessments, ensuring they practice and demonstrate
their problem-solving abilities in various contexts.

UNIT II:

MATHEMATICAL INVESTIGATION AND MODELLING

• CLOSED ENDED PROBLEMS

Closed problems are well-defined with a specific method and typically have one
correct answer. They involve types where both the problem and the solution are
known to the presenter and the solver.
• OPEN NDED PROBLEMS
Open-ended problems are less structured and can have multiple valid solutions.
They allow for various approaches and methods, and the presenter is aware that
there is a range of acceptable answers.

COGNITIVE CONTRIBUTION

Closed-ended problems rely more on mathematical knowledge and intelligence, whereas open-
ended problems require creativity and verbal skills.

Differences:

Close – Structured and Definitive

Open – Flexible and Exploratory

PROBLEM POSING

Problem Posing is the process of creating new problems based on existing knowledge or
experiences. This skill is essential in mathematics education and enhances critical thinking,
creativity, and deeper understanding of concepts.

• Original Problem: "What is 7 + 5?"

• Posed Problem: "Create a problem that results in the answer 12 using addition."
• Example Answer: "If I have 7 apples and I buy 5 more, how many apples do I have in
total?"
PROBLEM SOLVING AS GENERATING NEW PROBLEMS

• Real-Life Context: Many problems need to be created, not just solved.

Example: Investigating divisors of numbers can lead to new mathematical
inquiries.
• Classroom Application: Presenting scenarios for students to create their own problems
(e.g., gardening).

PROBLEM SOLVING AS REFORMULATING EXISTING PROBLEMS

• Modifying or reinterpreting already established problems.

Example: Students are given a practical problem about a clothesline and can
propose modifications for clarity or realism.
• Significance: Enhances ownership and understanding of mathematical problems.

PROBLEM SOLVING AS COMBINING GENERATION AND REFORMULATION

• Problem posing can occur before, during, or after problem-solving processes.

PROBLEM SOLVING AS RAISING QUESTIONS

• Focus on asking new questions about existing problems.

Examples: Exploring the validity of given data in a problem scenario.
• Techniques like “what-if-not” to encourage deeper inquiry.

PROBLEM SOLVING AS MODELING

• Considered as a process of translating real-world situations into mathematical problems.

Example: Using menus to create orders and calculate totals—engaging with real-
life contexts.
• Importance of modeling: Bridges classroom learning with real-world applications.

MATHEMATICAL INVESTIGATION PROCESS

• The Mathematical Investigation Process encompasses the cognitive and procedural steps
that students take when exploring mathematical concepts and relationships.
• This process emphasizes critical thinking, problem-solving, and the ability to make
connections.
Key Components

• Identifying a Problem or Question: Recognizing what needs to be investigated.

• Formulating Hypotheses: Making educated guesses or predictions.
• Collecting Data: Gathering relevant information through experiments, research, or
exploration.
• Analyzing Results: Interpreting data to draw conclusions.
• Reflecting on Findings: Evaluating the process and results, considering implications and
connections to other mathematical ideas.

MATHEMATICAL INVESTIGATION ACTIVITY

• Mathematical Investigation Activity refers to specific tasks or exercises that students

engage in as part of their investigation.
• These activities provide opportunities for students to apply the investigation process in a
structured or guided manner.

Examples

• Conducting an Experiment: Performing a mathematical experiment to explore a concept

(e.g., measuring and comparing areas).
• Creating Models: Developing a physical or digital model to represent a mathematical
idea.
• Analyzing Patterns: Investigating numerical patterns or geometric shapes through
observation and documentation.
• Collaborative Discussions: Working in groups to discuss findings and share insights.

MATHEMATICAL MODELLING AND THE REAL WORLD

A mathematical model is a simplified representation of a real-world scenario, utilizing

mathematical tools like equations and rules. These models help us:

• Understand how things work

• Predict outcomes
• Visualize behaviors of systems
APPLICATION OF MATHEMATICAL MODELLING

Physics and Engineering

• Space Exploration: Precise calculations are essential for rocket launches and spacecraft
navigation, where mathematical models ensure successful missions.
• Bridge Construction: Engineers use mathematical models to assess materials and
external forces, ensuring bridges can support weight effectively.
• Electrical Engineering: Models forecast electricity flow and power efficiency, optimizing
circuit design.

Biological and Medical Sciences

• Drug Discovery: Models simulate drug interactions with biological systems, accelerating
the development of effective treatments.
• Epidemiology: Predictive models help understand disease spread, informing public health
strategies.
• Human Physiology: Mathematical models elucidate complex bodily function, improving
our grasp of health.

Environmental Science and Climate Modeling

• Climate Change Prediction: Models analyze emissions and atmospheric conditions to

forecast climate trends, guiding environmental policy.
• Pollution Control: They assess the impact of contaminants, aiding in the development of
restoration strategies.
• Natural Disaster Prediction: Models simulate past data to forecast events like floods and
earthquakes.

Economics and Financial Modeling

• Market Analysis: Financial models evaluate investment risks and stock predictions, aiding
investor decision-making.
• Economic Forecasting: Macroeconomic models project trends like GDP growth and
inflation.
• Risk Management: Banks use models to understand and mitigate financial risks, ensuring
systematic stability.
Social Sciences and Urban Planning

• Traffic Flow Optimization: Models help design roadways and traffic systems, improving
urban mobility.
• Social Network Analysis: They analyze how information and interactions spread,
enhancing our understanding of social dynamics.
• Voting Systems: Game theory principles are applied to develop secure voting methods,
promoting electoral integrity.

REMEMBER

• Accuracy: The accuracy relies on system complexity, assumptions, and data quality. Well-
validated models can provide valuable insights, despite simplifications.
• Limitations: Models can't capture every real-life detail and may overlook unexpected
factors. Understanding these limitations is crucial for effective application.
• Impact on Society: Mathematical modeling aids in decision-making, scientific
advancement, and technology development, contributing to a better future.

TRANSLATION OF STATEMENTS TO SYMBOLS

REMEMBER

The hardest thing about doing word problems is taking the English words and translating them
into mathematical language.

STEP 1: Read the Problem Thoroughly

• Read the entire problem carefully.

• Try to grasp the overall context and details.
• Identify the information you have and what you still need to find out.
STEP 2: Organize Your Work

• Determine what unknowns you need to solve for.

• Choose variables to represent these unknowns and label them clearly (e.g., let x = the
number of apples).
• Draw diagrams or pictures if applicable, ensuring they are neatly labeled.
• Explain your reasoning as you work through the problem.
• Clarify what the problem is asking for to ensure you understand the goal.

STEP 3: Identify Key Words

• Look for "key" words that suggest specific mathematical operations.

WARNING

Pay special attention to phrases like "less than," which are reversed in mathematical notation:

• Example: “15 less than x” translates to x - 15, not 15 - x.

Note the importance of order in operations:

• "The ratio of x and y " means x/y, not y/x.

• "The difference of x and x" means x-y, not y-x.

STEP 4: Translate the Problem into Mathematical Language

• Using the variables and key words identified, convert the problem statement into an
equation or set of equations.
• Ensure that your mathematical expression accurately reflects the problem.
STEP 5: Solve the Problem

• Perform the necessary calculations to solve for the unknowns.

• Keep your work organized and write down each step clearly.

SAMPLES

• Translate "the sum of 8 and y" into an algebraic expression.

• Translate "4 less than x" into an algebraic expression.
• Translate "x multiplied by 13" into an algebraic expression.
• The length of a football field is 30 yards more than its width. Express the length of the
field in terms of its width w.
• Twenty gallons of crude oil were poured into two containers of different size. Express the
amount of crude oil poured into the smaller container in terms of the amount g poured
into the larger container.