What is Problem Solving? Dec 31st, 2009 by Superior ?Share Problem solving forms part of thinking.

It occurs if an organism or an artificial intelligence system does not know how to proceed from a given state to a desired goal state. The nature of human problem solving has been studied by psychologists over the past hundred years. 1.0 What is problem solving? Problem solving forms part of thinking. It occurs if an organism or an artificial intelligence system does not know how to proceed from a given state to a desired goal state. The nature of human problem solving has been studied by psychologists over the past hundred years. Beginning with the early experimental work of the Gestaltists in Germany (e.g. Duncker, 1935), and continuing through the 1960s and early 1970s, research on problem solving typically conducted relatively simple, laboratory tasks. However, beginning in the 1970s, researchers became increasingly convinced that empirical findings and theoretical concepts derived from simple laboratory tasks did not necessarily generalize to more complex, real-life problems. Even worse, it appeared that the processes underlying creative problem solving in different domains differed from each other (Sternberg, 1995). To sum up, researchers' realization that problem-solving processes differ across knowledge domains and across levels of expertise (e.g. Sternberg, 1995) and that, consequently, findings obtained in the laboratory cannot necessarily generalize to problem-solving situations outside the laboratory, has during the past two decades led to an emphasis on real-world problem solving. 2.0 The Problem Solving Process It is important that students follow a logical and systematic approach to their problem solving. Following these four steps will enable students to tackle problems in a structured and meaningful way. Step 1 : Understanding The Problem Encourage students to read the problem carefully a number of times until they fully understand what is wanted. They may need to discuss the problem with someone else or rewrite it in their own words. Students should ask internal questions such as, what is the problem asking me to do, what information is relevant and necessary for solving the problem.

They should underline any unfamiliar words and find out their meanings. They should select the information they know and decide what is unknown or needs to be discovered. They should see if there is any unnecessary information. A sketch of the problem often helps their understanding. Step 2 : Students Should Decide On A Strategy Or Plan Students should decide how they will solve the problem by thinking about the different strategies that could be used. They could try to make predictions, or guesses, about the problem. Often these guesses result in generalizations which help to solve problems. Students should be discouraged from making wild guesses but they should be encouraged to take risks. They should always think in terms of how this problem relates to other problems that they have solved. They should keep a record of the strategies they have tried so that they dont repeat them. # Do you know a related problem? # Look at the unknown! And try to think of a familiar problem having the same or a similar unknown? Step 3 : Solving The Problem Students should write down their ideas as they work so they dont forget how they approached the problem. Their approach should be systematic. If stuck, students should reread the problem and rethink their strategies. Students should be given the opportunity to orally demonstrate or explain how they reached an answer. Step 4 : Reflect Students should consider if their answer makes sense and if it has answered what was asked. Students should draw and write down their thinking processes, estimations and approach, as this gives them time to reflect on their practices. When they have an answer they should explain the process to someone else. Students should ask themselves what if to link this problem to another. This will take their exploration to a deeper level and encourage their use of logical thought processes.

Students should consider if it is possible to do the problem in a simpler way. 3.0 Problem solving strategies include Compute or Simplify (C) Use a Formula (F) Make a Model or Diagram (M) Make a Table, Chart or List (T) Guess, Check and Revise (G) Consider a Simpler Case (S) Eliminate (E) Look for Patterns (P) 3.1 Compute or Simplify Many problems are straightforward and require nothing more than the application of arithmetic rules. When solving problems, simply apply the rules and remember the order of operations. 3.2 Use a Formula Formulas are one of the most powerful mathematical tools at our disposal. Often, the solution to a problem involves substituting values into a formula or selecting the proper formula to use. When students encounter problems for which they dont know an appropriate formula, they should be encouraged to discover the formula for themselves. 3.3 Make a Model (Use Physical Models, Act Out the Problem, Use Drawings or Sketches, Use Equations) Mathematics is a way of modeling the real world. A mathematical model has traditionally been a form of an equation. The use of physical models is often useful in solving problems. There may be several models appropriate for a given problem. The choice of a particular model is often related to the students previous knowledge and problem-solving experience. Objects and drawings can help to visualize problem situations. Acting out is also a way to visualize the problem. Writing an equation is an abstract way of modeling a problem situation. The use of modeling provides a method for organizing information that could lead to the selection of another problem-solving strategy.

3.4 Make a Table, Chart or List Making a table, chart, graph or list is a way to organize data presented in a problem. This problem-solving strategy allows the problem solver to discover relationships and patterns among data. 3.5 Guess, Check & Revise The Guess, Check & Revise strategy for problem solving can be helpful for many types of problems. When using this strategy, students are encouraged to make a reasonable guess, check the guess and revise the guess if necessary. By repeating this process a student can arrive at a correct answer that has been checked. Using this strategy does not always yield a correct solution immediately but provides information that can be used to better understand the problem and may suggest the use of another strategy. Students have a natural affinity for this strategy and should be encouraged to use it when appropriate. 3.6 Consider a Simpler Case (Work Backwards & Divide into Smaller Problems) The problem-solving strategy of simplifying is most often used in conjunction with other strategies. Writing a simpler problem is one way of simplifying the problemsolving process. Rewording the problem, using smaller numbers or using a more familiar problem setting may lead to an understanding of the solution strategy to be used. Many problems may be divided into simpler problems to be combined to yield a solution. Some problems can be made simpler by working backwards. Sometimes a problem is too complex to solve in one step. When this happens, it is often useful to simplify the problem by dividing it into cases and solving each one separately. 3.7 Eliminate The strategy of elimination is commonly used by people in everyday life. In a problem-solving context, students must list and then eliminate possible solutions based upon information presented in the problem. The act of selecting a problem-solving strategy is an example of the elimination process. Logical reasoning is a problem-solving strategy that is used in all problem-solving situations. It can result in the elimination of incorrect answers, particularly in .ifthen. situations and in problems with a listable number of possible solutions. 3.8 Look for Patterns When students use this problem-solving strategy, they are required to analyze patterns in data and make predictions and generalizations based on their analysis. They then must check the generalization against the information in the problem and possibly make a prediction from, or extension of, the given

information. A pattern is a regular, systematic repetition. A pattern may be numerical, visual or behavioral. By identifying the pattern, you can predict what will come next and what will happen again and again in the same way. Looking for patterns is a very important strategy for problem solving and is used to solve many different kinds of problems. Sometimes you can solve a problem just by recognizing a pattern, but often you will have to extend a pattern to find a solution. Making a number table often reveals patterns, and for this reason it is frequently used in conjunction with this strategy. 4.0 Simplify the problem Introduce a problem to students that is complex and might be easier to solve if it were simplified. Sometimes a problem is too complex to solve in one step. When this happens, it is often useful to Simplify the problem by dividing it into cases and solving each one separately. Many problems are straightforward and require nothing more than the application of arithmetic rules. When solving problems, simply apply the rules and remember the order of operations. 4.1 What Is It? Simplifying a mathematics problem is a strategy that often is used along with other problem-solving strategies. When a problem is too complex to solve in one step, it often helps to divide it into simpler problems and solve each one separately. Creating a simpler problem from a more complex one may involve rewording the problem; using smaller, simpler numbers; or using a more familiar scenario to understand the problem and find the solution. For example, consider the problem: A soccer team won 24 of 36 games in the first season. If the team had the same ratio of wins to games in the second season, and they won 16 games, how many games did they play in the second season? The answer can be found by simplifying the ratio of 24 : 36 to 2 : 3, and then cross-multiplying to find the total number of games in the second season, 24 games. 4.2 Why Is It Important? This is a problem-solving strategy that can be used with difficult concepts such as manipulating ratios or fractions. If a problem is confusing, the numbers can be rounded, or simpler numbers can be used to help make a plan to solve it

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