Reflective Log: Problem Solving

Based on my reading on a lecture note about problem solving, mathematics learning

involves the acquisition of knowledge and skills especially problem solving skills. In real
life, problem solving becomes the focus while knowledge is only the accessory. This is
because, not a single day passes without we having to solve problems. So, the problem
solving is an approach in teaching mathematics.

A problem is a statement or a situation where there is an obstacle between us and what

we want. Problems are generally classified as routine and non-routine. Problem solving
is the ability to overcome or remove the obstacle so that we can get what we want.
Problem solving is a process. It requires critical thinking, ability to make decisions, use
the correct strategy to find the solution and check the result.

The most commonly used model is that of George Polya (1973), who proposed 4 stages
in problem solving, namely:

1. Understand the problem

2. Devise a strategy for solving it

3. Carry out the strategy

4. Check the result

On the other hands, there are several methods in solving problems. They are classified
as below:

1. Use a graph. 5. Make a table.

2. Find a pattern. 6. Guess and check.

3. Work backward. 7. Act it out.

4. Draw a picture.
In general learning, the problems were divided into two, which is Routine problem and
Non-routine problem. Routine problem is defined as a problem in mathematic lesson
that involves easy and simple problem solving. It present a question to be answered
without need certain strategies. It means the routine problem can be solved by direct
application of previously learned algorithms.

Non-routine is defined as a problem in mathematic lesson that involves difficult problem

solving. It means, solving the non-routine problem need us to think analytically based on
the problem. It requires us to use our cognitive by using the critical and creative thinking
skills. It also need a solution in which applying the skills, acquired knowledge and
understanding to a new and unfamiliar situations in order to solve it.

As the conclusion, we are free to use whatever method we see suitable to solve the
problem, it was not about right or wrong, it was more to a learning process. Part of
learning process is learning from your mistakes.
 Reflective Log: Methods in Computation

Mathematical operations are done as addition, subtraction, multiplication and division.

Each of these computation methods has a different name for its answer. When addition
expressions are calculated, their answer is referred to as a sum. Subtracting numbers
yield an answer that is called the difference. When you multiply two numbers, the
answer is the product. Dividing numbers ultimately yields an answer that is referred to
as a quotient.

Addition

1. Addition is the act of adding two or more numbers together. This is usually the
first computation method that young children learn to master. Children must have
two skills in order to be successful at adding numbers together. First, students must
know how to count properly. Second, kids must come to the determination that
counting and quantities are related in that the last number in a counting set will
represent the quantity of the set.

Subtraction

2. This is normally the second computation method that young students learn to
master. Instead of adding numbers together, you remove a certain amount of items
from the total in subtraction. For instance, if you have nine items and you remove six
items, you have three items left. You would use the following equation to denote
this: 9-6=3. Having children compute the expression, 9-6, using blocks will help
them to understand what they are doing.

Multiplication

3. Generally, multiplication is the third computation method students are taught. The
best way is to connect multiplication to addition, which children would have already
learned by the time they are learning multiplication. For instance, 4+4+4=12 and
4x3=12 because you are adding 4 three times. Use blocks or counters to help kids
get the concept and give students a lot of practice.

Division

4. The last computation taught to students is division. An easy way for kids to learn
to divide is to utilize the word divide. Children should start with eight blocks. Then,
students should divide the cups into equal sets of four. Ask the children how many
sets there are now. The kids should write the equation by talking their way through
the problem: I started with eight. I divided it into sets of four: 8÷4. I had two sets of
four: 8÷4=2. Practice is the key to learning the concept.
 Inverse of Operations

5. The inverse of computation methods are their opposites. For instance, the
inverse of addition is subtraction because they are opposites on one another.
Likewise, the inverse of multiplication is division because they are opposites of one
another. Inverse operations can be used to check one another. For instance, you
can use subtraction to check addition and vice versa: 5+3=8 can be checked by 8-
3=5, and 8-5=3 can be checked by 3+5=8. The same is true for multiplication and
division: 6x3=18 can be checked by 18÷3=6, and 18÷6=3 can be checked by
3x6=18.