LANGUAGE OF MATHEMATICS, PROBLEM SOLVING

Subject: ACC101 - Cost Accounting

LANGUAGE OF MATHEMATICS PROBLEM SOLVING
MATHEMATICAL LANGUAGE POLYA’S FOUR-STEPS
– an efficient and powerful tool for mathematical – George Polya (1887-1985)
expression, exploration, reconstruction after - mathematics educator who believed the skill
exploration, and communication of problem solving can be taught
MATHEMATICS LANGUAGE
Digits: 0, 1, 2, 3, 4, 5, 6, 7, 9, 0 FOUR-STEPS
I. Understand the Problem
– What is the goal?
– What is being asked?
– What is the condition?
– What sort of a problem is it?
– What is known or unknown?
– Is there enough information?
– Can you draw a figure to illustrate the problem?
– Is there a way to restate the problem? In your
own words?
II. Devise a Plan
MATHEMATICAL EXPRESSIONS – Act it out.
= (equal) < (less-than) > (greater-than) – Be systematic.
+ (addition) – (subtraction) x (multiplication) – Work backwards.
 (division)  (element)  (for all) – Consider special cases.
 (there exists)  (infinity) → (implies) – Eliminate possibilities.
 (if and only if)  (approximately) (therefore) – Look for a formula/formulas.
– Write an equation (or model).
EXPRESSION V.S. SENTENCE – Look for a pattern or patterns.
Expression – Use direct or indirect reasoning.
– a finite combination of symbols that is well- III. Carry out the Plan
defined according to rules that depend on the – Be patient.
context – Work carefully.
– correct arrangement of mathematical symbols to – Modify the plan or try a new plan.
represent the object of interest – Keep trying until something works.
– does not contain a complete thought, and cannot – Implement the strategy and strategies in Step 2.
be determined if it is true or false
– Try another strategy if the first one isn’t working.
Sentence
– Keep a complete and accurate record of your
– a statement about two expressions, either using
numbers, variables, or a combination of both work.
– correct arrangement of mathematical symbols – Be determined and don’t get discouraged if the
that states a complete thought plan does not work immediately.
– can be determined whether it’s true, false, IV. Look Back
sometimes true/sometimes false – Look for an easier solution.
eg: – Does the answer make sense?
5 plus x – Check the results in the original problem.
add 5 and x – Interpret the solution with the facts of the
5+x problem.
the sum of 5 and x
5 increased by x – Recheck any computations involved in the
5 more than x solution.
x+5 – Can the solution be extended to a more general
5 added to x
case?
5 minus x
– Ensure that all the conditions related to the
5 less x problem are met.
5-x
the difference of 5 and x – Determine if there is another method of finding
5 decreased by x the solution.
5 less than x – Ensure the consistency of the solution in the
x-5
5 subtracted from x context of the problem.

CONSECUTIVE INTEGERS
x 1st number
x+1 2nd number
x+2 3rd number

CONSECUTIVE ODD OR EVEN INTEGERS

x 1st number
x+2 2nd number
x+4 3rd number