MATH MJR.

3216
Problem Solving, Mathematical Investigation and Modeling

Course Description
This course intends to enhance the students’ knowledge and skills in
dealing with real-life and/or non-routine applications of Mathematics. Students
will then have the opportunity to explore the use of problem-solving strategies or
heuristics as they engage in mathematical investigations, formulate and justify
conjectures, make generalizations, and communicate mathematical ideas.

Program Outcomes (PO)

The graduates of the BSEd Mathematics program shall be able to:

SEdM_PO1. Exhibit competence in mathematical concepts and procedures;

SEdM_PO2. Exhibit proficiency in relating mathematics to other curricular areas;
SEdM_PO3. Manifest meaningful and comprehensive pedagogical, content
knowledge (PCK) of Mathematics;
SEdM_PO4. Demonstrate competence in designing, constructing, and utilizing
different forms of assessment in Mathematics;
SEdM_PO5. Demonstrate proficiency in problem-solving by solving and creating
routine and non-routine problems with different levels of complexity;
SEdM_PO6. Use effectively appropriate approaches, methods, and techniques
in teaching Mathematics including technological tools; and
SEdM_PO7. Appreciate Mathematics as an opportunity for creative work,
moments of enlightenment, discovery, and gaining insights of the
world.

Course Learning Outcomes (CLO)

CLO1. Demonstrate understanding of the role of problem solving and

mathematical investigation and modeling in mathematics education
(SEdM_PO1);
CLO2. Demonstrate knowledge and skills in the use of problem-solving heuristics
when analyzing and solving real-life and non-routine problems
(SEdM_PO2);
CLO3. Demonstrate creative and critical thinking in exploring, inventing problem-
solving strategies, and posing new problems in collaboration with other
students (SEdM_PO3); and
CLO4. Exhibit problem solving competence by engaging in mathematical
investigations anchored on real-life and/or non-routine problems
(SEdM_PO5).

MATH MJR 3216 | GIANGAN & GUINOCOR

 Table of Contents

CTU Vision, Mission, Goals, and Outcomes (VMGO)........................................................4

Vision of the University........................................................................................................4
Mission of the University.....................................................................................................4
Goals of the University.........................................................................................................4
Lesson 1: Problem Solving and Mathematics....................................................................5
Education.....................................................................................................................................5
Problem Solving: Definition and Process........................................................................5
Lesson Exercises.................................................................................................................10
Lesson 2: Problem Solving and Mathematics Education..............................................12
Problem Solving and Mathematics Education..............................................................13
Lesson Exercises.................................................................................................................17
Lesson 3: Problem Solving and the Conceptual Framework of the K to 12
Mathematics Curriculum........................................................................................................18
Lesson Exercises.................................................................................................................23

MATH MJR 3216 | GIANGAN & GUINOCOR

 CTU Vision, Mission, Goals, and
Outcomes (VMGO)

Intended Learning Outcomes (ILO)

At the end of the lesson, the students can:

1. Be oriented of the VMGO; and

2. Perform expected routine activities in the classroom.

Vision of the University

A premier, multidisciplinary-technological university

Mission of the University

The University shall primarily provide advanced professional and technical

instruction for special purposes, advanced studies in industrial trade, agriculture,
fishery, forestry, aeronautics and land-based programs, arts and sciences, health
sciences, information technology and other relevant fields of study. It shall also
undertake research and extension services, and provide progressive leadership
in its areas of specialization.

Goals of the University

The University shall produce scientifically and technologically oriented

human capital equipped with appropriate knowledge, skills, and attitudes. It shall
likewise pursue relevant research, strengthen linkages with the industry,
community and other institutions and maintain sustainable technology for the
preservation of the environment.

Companion Website: https://www.ctu.edu.ph

 Lesson 1: Problem Solving and Mathematics
Education

Intended Learning Outcomes (ILO)

At the end of the lesson, the students can:

1. Articulate a definition of problem solving; (CLO1);

2. Differentiate between routine and non-routine problems; (CLO1)

3. Outline the steps in problem solving from personal vis a vis those
outlined by Polya and others; (CLO1) and

4. Explain the significance of problem solving in mathematics education.

(CLO1)

PREPARATION

Pre-conception Check. Unscramble the letters to find words which have

to do with Problem Solving. Write each word, after you unscramble it, in the
blank.
1. CTUSRIHIES __________________
2. OMPLERB __________________
3. LISNVOG __________________
4. REOGGE YOALP __________________
5. TSITMESCYA __________________

PRESENTATION

Problem Solving: Definition and Process

Problem solving is the application of mathematical skills and reasoning
to problems encountered in everyday life. Such problems range from the simple
to the complex, for example:
 Working out how much medicine to give a child and measuring it correctly.

MATH MJR 3216 | GIANGAN & GUINOCOR

  Using or interpreting statistics at work to predict demand for goods so that
an order can be placed with a wholesaler.

Such real-life problems never appear as a neatly ordered and graded page of
straightforward sums. To solve real-life problems, we need to be able to draw
upon our mathematical skills and use them to reach a solution which is
reasonable and appropriate for the particular situation.
A problem is a question or activity which is challenging to the student. Calculating
change from shopping may challenge some students, whereas others would
need a much more complex problem if they were to be challenged in any
significant way. A question becomes a problem when the answer is not
immediately obvious to the student and it requires more than a guess or a simple
calculation to reach a solution. There are a number of other criteria which help
define a problem-solving activity. ·
 The method of solution is not immediately obvious and students need to
decide for themselves how to solve it. This may be a simple decision
about whether to divide or multiply or a systematic application of a
number of problem-solving strategies. ·
 There are a number of different approaches, or strategies, which lead to a
solution. ·
 There may be more than one correct or reasonable solution. Or asking
students to brainstorm all the words that describe a shape. (This
encourages creativity and divergent thinking). ·
 There is more than one step to a solution. For example, “my age this year
is a multiple of 7. Next year it will be a multiple of 5. I am not yet 50. How
old am I?” In order to solve the problem, the student has to work out the
multiples of 7, then the multiples of 5 and finally match them to reach the
solution of 14 or 49.

How do students benefit from Problem Solving?

Problem solving activities in a numeracy class benefit student in two
ways. First students learn about problem solving. Problem solving activities
introduce them to the problem-solving process itself; the range of strategies or
approaches that can be used to solve an unfamiliar problem. For example, to find
all the numbers you can make with the digits 1, 2 and 3 requires students to be
thorough and systematic in their approach. This is an important problem-solving
skill. Second, problem-solving activities can be used to introduce new concepts
or reinforce existing ones. Take for example the following problem: If A = 1, B=2,
C=3 etc. how many points is your name worth? This problem involves matching
letters with numbers and gives students practice in addition. To solve a

MATH MJR 3216 | GIANGAN & GUINOCOR

 challenging extension of this problem: can you find a word worth 50 or 100
points? Students need to try out different words until they are successful. Thus,
students are learning the age-old strategy of 'guess and check’ and of course,
persistence. Meanwhile students also get lots of practice in addition!

How to begin with Problem Solving?

The best foundation for success with problem solving is a positive and
supportive learning environment where students feel comfortable about taking
risks.
Teachers should acknowledge students' existing problem-solving skills, perhaps
by reminding them that everyday life is a constant process of problem solving.
Take for instance the following everyday situations: ·
 Have I got enough money to catch the PMV and buy lunch? ·
 How much meat should I buy for dinner tonight with four extra visitors? ·
 What time should I leave home to get to work on time if I have to pick up a
newspaper on the way and drop my child off at school?

All these involve mathematical skills such as addition, subtraction and estimation,
and problem-solving strategies such as planning and carrying out the plan in a
systematic way. Activities done at home such as fixing the bike or making a cake
need to be done in steps or stages (and in the right order!). A step-by-step
approach is also a vital skill for solving more complex mathematical problems.

What are non-routine problems?

A problem is a non-routine problem when:
 The solution is not immediately obvious.
 The method of finding a solution is not immediately known.

A good non-routine problem should also:

 Make students feel that they have a reasonable chance of finding a
solution.
 Motivates students to try to find a solution.

Polya's Four-Step Approach to Problem Solving

The fundamental process of problem solving can divided into three phases:
 Understanding the problem
 Devising a plan

MATH MJR 3216 | GIANGAN & GUINOCOR

  Carrying out the plan
 Looking back

Preparation: Understand the problem

 Learn the necessary underlying mathematical concepts.
 Consider the terminology and notation used in the problem:
1. What sort of a problem is it?
2. What is being asked?
3. What do the terms mean?
4. Is there enough information or is more information needed?
5. What is known or unknown?
 Rephrase the problem in your own words.
 Write down specific examples of the conditions given in the problem.

Thinking Time: Devise a plan

 You must start somewhere so try something. How are you going to attack
the problem?
 Possible strategies: (i.e., reach into your bag of tricks.)
1. Draw pictures
2. Use a variable and choose helpful names for variables or unknowns.
3. Be systematic.
4. Solve a simpler version of the problem.
5. Guess and check. Trial and error. Guess and test. (Guessing is OK.)
6. Look for a pattern or patterns.
7. Make a list.
 Once you understand what the problem is, if you are stumped or stuck, set
the problem aside for a while. Your subconscious mind may keep working
on it.
 Moving on to think about other things may help you stay relaxed, flexible,
and creative rather than becoming tense, frustrated, and forced in your
efforts to solve the problem.

Insight: Carry out the plan

 Once you have an idea for a new approach, jot it down immediately. When
you have time, try it out and see if it leads to a solution.

MATH MJR 3216 | GIANGAN & GUINOCOR

  If the plan does not seem to be working, then start over and try another
approach. Often the first approach does not work. Do not worry, just
because an approach does not work, it does not mean you did it wrong.
You actually accomplished something, knowing a way does not work is
part of the process of elimination.
 Once you have thought about a problem or returned to it enough times,
you will often have a flash of insight: a new idea to try or a new
perspective on how to approach solving the problem.
 The key is to keep trying until something works.

Verification: Look back

 Once you have a potential solution, check to see if it works.
1. Did you answer the question?
2. Is your result reasonable?
3. Double check to make sure that all of the conditions related to the
problem are satisfied.
4. Double check any computations involved in finding your solution.
 If you find that your solution does not work, there may only be a simple
mistake. Try to fix or modify your current attempt before scrapping it.
Remember what you tried—it is likely that at least part of it will end up
being useful.
 Is there another way of doing the problem which may be simpler? (You
need to become flexible in your thinking. There usually is not one right
way.)
 Can the problem or method be generalized so as to be useful for future
problems?

PRACTICE

A. Fill-in and complete the flow chart based on Polya’s steps that you
have deduced from the lesson.

Polya’s Problem Solving Model

MATH MJR 3216 | GIANGAN & GUINOCOR

 B. Complete the definition web for Problem Solving by putting together
ideas about what problem-solving means and what the process entails.

PROBLEM
SOLVING

MATH MJR 3216 | GIANGAN & GUINOCOR