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Problem Solving As A Strategy in Teaching & Learning Mathematics

1) Teaching mathematics through problem solving emphasizes applying mathematical concepts in practical problems rather than in isolation. It focuses on relationships between skills and concepts. 2) Using cooperative learning groups allows students to discuss their ideas, question each other, and explore different approaches. Working in small groups gives more students a chance to speak and take risks. 3) When teaching a cooperative problem solving lesson, the teacher introduces the problem, observes as students explore solutions in their groups, and has groups summarize their strategies and findings.

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Jeeyin Mary
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12 views

Problem Solving As A Strategy in Teaching & Learning Mathematics

1) Teaching mathematics through problem solving emphasizes applying mathematical concepts in practical problems rather than in isolation. It focuses on relationships between skills and concepts. 2) Using cooperative learning groups allows students to discuss their ideas, question each other, and explore different approaches. Working in small groups gives more students a chance to speak and take risks. 3) When teaching a cooperative problem solving lesson, the teacher introduces the problem, observes as students explore solutions in their groups, and has groups summarize their strategies and findings.

Uploaded by

Jeeyin Mary
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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1

PROBLEM SOLVING AS A
STRATEGY IN TEACHING &
LEARNING MATHEMATICS

Koay Chen Yong (Ph.D.)

Email: [email protected]
Teaching Mathematics Through
2
Problem Solving

Mathematical rules and


procedures should not be
taught in isolation but in
the contexts of problem-
solving situations that
requires their use.
3

Teaching for
understanding
emphasizes the
relationships among
mathematical skills and
concepts and leads
students to approach
mathematics with a
4

Applying the contextual


approach by reflecting
on the types of problems
encountered in practical
settings such as the
school, home, market,
shopping centre,
business context, etc.
5

Problem solving generally


appears as an outgrowth
of computation, with
word-problem application
following the teaching
and practice of each
arithmetic skills.
The Use of Cooperative
6
Learning Groups
Students learning is

supported when they have


opportunities to describe
their own ideas, hear others
explain their thoughts,
speculate, question, and
explore various approaches.
To provide for this, learning

together in small groups give


7

Not only do students have


the chance to speak more
often, but they may be
more comfortable taking
the risks of trying out their
thinking during problem
solving situations in the
setting of a small group.
8

The use of cooperative


learning groups seek to
establish classroom
environments in which
working in cooperative
groups is part of the basic
culture of the classroom
learning process.
9

Such classroom maximize


the active participation of
each student and reduce
the isolation of individuals.
A setting that values and

promotes social interaction


provides students with an
ingredient essential for
learning.
Implementing Groups of 4 in
the Classroom
10

Organizing a class into


small groups require
reorganizing the
classroom physically,
redefining the students
responsibilities, and
considering the teachers
role in the class.

11

Students work in heterogeneous


groups and learn to solve
problems with all classmates.
Students randomly assigned to

groups.
Groups are changed on a regular

basis, usually weekly or


biweekly.
12

One suggestion is using


playing cards groups
are formed by shuffling
the cards and
distributing them.
This give rise to fairness

of randomness.
Three rules should be
13
followed:
1. You are responsible for your
own work and behaviour.
2. You must be willing to help
any group member who
asks.
3. You may ask the teacher for
help only when everyone in
your group has the same
question.
Teaching a Cooperative Problem
Solving Lesson
14

When students are engaged


in a cooperative problem
solving lesson, they need
first understand the
problem situation, then to
work toward finding
solutions.
Finally to evaluate the
15

Specific teaching
techniques are useful at
each of these 3 stages:
1) introducing
2) exploring
3) summarizing.
Introducing
16

Introduction is made to the


entire class, with a focus on
whole-class interaction to
make sure that all
understand what is expected
of them.
It is useful to have students

give examples and restate


the problem to check their
17

Teachers role:
Students to understand
the problem, possible
solutions, and whatever
guidelines to record their
result.
Teaching steps needed at this
18
stage:
1. Present or review concepts
that are needed.
2. Pose a part of the problem
or a similar but smaller
problem for the students to
try.
3. Present the problem to be
solved.
4. Discuss to make sure
Exploring
19
In this stage, students work
cooperatively toward a
solution.
Teachers role:
to get the group working

productively and
independently.
to determine the nature of

difficulty, offer assistance,


and then move on once the
While the groups are working, the teacher has 3 responsibilities:

20

1. Observe the interaction,


listening to each groups ideas,
strategies, and work procedures
for use in summarizing.
2. Offer assistance when needed,
either when all members of a
group raise their hands or if a
group is not working.
Summarizing
21
When summarizing, 3 goals
to accomplish:
Have groups share their

processes, both group


procedures and
strategies used.
Have groups present

solutions.
Generalize from the
When processes are shared, time needs
to be provided for all groups to respond.
22

The following questions are


useful for summarizing their
procedures:
How did you organize the

work in your group?


What difficulties did you

encounter?
Was your method effective or

can you think of a better way


For discussing groups
problem-solving strategies, it
23 is useful to ask:
What strategy did your
group use to solve the
problem?
Did any group us a

different strategy?
Have groups present their
24 findings, it is useful to ask:

How did you decide if your


findings make sense?
How can you check you

solution?
Establishing an appropriate
25
learning climate

1. Use group work


2. Encourage students to
generate hypotheses
3. Encourage student thinking
4. Attend to individual needs
5. Develop understanding
26

Thank You
ForYour Attention

Make Problem Solving a Fun


Activity in Learning Mathematics.

Email: [email protected]

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