PROBLEM-

SOLVING
EDMATH 4
Definition of Problem
“ A question is considered a problem if the procedure or
method of solution is not immediately known but requires one to
apply creativity and previous knowledge in a new and unfamiliar
situations.” - George Polya of Hungary (1995)
Polya further said that

“To have a problem means to search consciously for

some action appropriate to attain some clearly conceived but not
immediately attainable aim.”
“A problem is a situation in which a person wants something
and does not know immediately what series of actions he can perform
to get it.” - Henderson and Pingry (1953)

“A mathematical problem, like any problem in life, is defined

as a problem because it causes us much difficulty in attaining
a solution. If the solution, or even the procedure for solving it,
is obvious, then it is no longer a problem but just an exercise.
Virtually all problems the students are asked to solve are bite-size
exercise designed to achieve subject matter mastery.” - Schoenfeld
(1992)
• Stephen Krulik and Jesse Rudnick (1980) in Problem Solving: A
Handbook for Teachers defined problem solving as

“A situation, quantitative or otherwise, that confronts an

individual or group of individuals, that requires resolution, and for
which the individual sees no apparent or obvious means or path to
obtaining a solution.”
• Further, they said that

“Problem solving is the means by which an individual uses

previously acquired knowledge, skills, and understanding to
satisfy the demands of an unfamiliar situation. The student must
synthesize what he or she has learned, and apply it to a new and
different situation.”
• Henderson and Pingry (1953), on the other hand posited that

“In problem solving, there must be a goal, a blocking of

that goal for the individual, and acceptance of the goal by the
individual.”
• According to the National Council of Teachers in Mathematics (NTCM,
2000, p.52)

“Problem Solving means engaging in a task for which

the solution method is not known in advance. In order to
find a solution, students must draw on their knowledge and
through this process, they will often develop new mathematical
understandings. Solving problem is not only a goal of knowing
mathematics, but also a major means of doing so.”
GOAL OBSTACLE SOLUTION
GOAL: The GOAL states what is to be accomplished.

What is required or what needs to be accomplished in the

problem? Is the goal clear from the start?

What relevant information or data are available to solve the

problem?

What unfamiliar terms need to be defined?

OBSTACLE: The OBSTACLE presents a real problem that hinders one
from easily arriving at the solution.

How can I solve the problem?

Where can I start?

What appropriate strategy can be used?

SOLUTION: The SOLUTION presents the achievement of the goal after
the strategy has been employed. It’s now time to reflect to find out if
the problem solving process has been successful.
Does the solution make sense?
Does the solution satisfy the requirement?
Are there other possible solutions?
Is there a more appropriate strategy to use?
Is there a simpler way to solve the problem?
Phase/Step in Problem Solving
John Dewey (1933)

Step 1. Confront Problem

Step 2. Diagnose or Define Problem
Step 3. Inventory Several Solutions
Step 4. Conjecture Consequences of
Solutions
Step 5. Test Consequences
 Stephen Krulik and Jesse
Rudnick (1980)

Step 1. Read
Step 2. Explore
Step 3. Select a Strategy
Step 4. Solve
Step 5. Review and Extend
George Polya (1988)

Step 1. Understand the Problem

Step 2. Devising a Plan
Step 3. Carrying Out the Plan
Step 4. Looking Back
Routine and Non-Routine Problems
Routine Problems
Routine problem solving involves using at least one of the four
arithmetic operations to solve problems that are practical in nature. It
stresses the use of algorithms to solve the problem.
Examples of Routine Problems
Example 1
Kyla jogs five times around a rectangular plaza every morning. If
the length of the plaza is 58 and its width is 34 m, then what is the
distance Kyla jog every morning?

Example 2
Fletcher, Hilgrem, and rene sold 60 kilograms of mangoes on
weekend. If each kilogram cost P90 and they divide their income in the
ratio 3:4:5, then them how much did each get?
Non Routine Problems
A non-routine or non-traditional problem is problem in mathematics
where one does not readily have an idea how to go about in solving the
given problem, The problem may be solved in many different ways or
strategies and others may have more than one answer or solution.
Examples of Non-Routine Problems
Example 1
Rex bought a box of chocolates. He gave half of his chocolates to
Ian. From the remaining ones, he gave 15 pieces to pinky and another
25 pieces to Kris Mae and has 18 chocolates left. How many chocolates
did he buy?
Example 2
A store owner arranged shoe boxes into rows such us follows:
She places one box in the top row, two boxes in the second row, four
boxes in the third row, eight boxes in the fourth row, and so on. If the
number of boxes in each row increases in the same way, how many
boxes does she place in the tenth row?
Benefits of Problem Solving
“Learning to solve problems is the principal
reason for studying mathematics.’’
*It is an avenue for the application of concepts.
*It can identify students who have the ability to transfer the
knowledge learned into a new situation.
*It can discriminate students with varied mathematical abilities.
*It is an interesting and enjoyable way to learn mathematics.
*It gives variety to a mathematics class.
*It enhances critical thinking skills and creativity.
*It can be made a springboard to the discussion of the new lesson
*It can serve as venue for value integration.
*It can be utilize to promote cooperative learning.
STRATEGIES IN
PROBLEM
SOLVING
 LET’S TRY THIS!

• Each one – Ann, Enya, Alvin, and

STRATEGY 1: Johnny have different favorite color
among red, blue, green, and orange.
Make a table No person’s name contains the same
or an number of letters as his/her favorite
color. Alvin and the boy who likes blue
Organized List live in the different parts of town. Red
is the favorite color of one of the girls.
What is each person’s favorite color?
 red blue green orange

Ann

Enya

Alvin

Johny
The first few lines of the Christmas song Twelve Days of Christmas says:
On the first day of Christmas my true love sent to me, partridge
in a pear tree. On the second day of Christmas my true love sent to me,
two turtle doves and a partridge in a pear tree. On the third day of
Christmas my true love sent to me, tree French hens, two turtle doves
and a partridge in a pear tree, and so on.

In all, how many gifts were sent by the true love to his lover from
the first day to the twelfth day of Christmas?
Day Gift Total
1 1partridge 1
2 2 turtle doves +1 partridge 2+1
3 3 French hens + 2 turtle 3 + 2 + 1
doves + 1 partridge
th
And so on until the 12 day.