This feature details how nrich can help you embed a problem-solving approach in your classroom. . Problem solving is a fundamental means of developing mathematical knowledge at any level. For this reason, it is one of the most important, if not the most. . A great article on teaching mathematics through a problem-solving approach. . Is problem solving at the heart of your curriculum? In this article for teachers, lynne explains why it should be. . What do your students do when faced with a math problem they dont know how to solve? Most students give up pretty quickly. At best, they seek help from. .

The most obvious (but not necessarily the best) reason for teaching problem solving is that it is part of the mathematical processes strand and therefore is part of. . Naturally enough, problem solving is about solving problems. And well restrict ourselves to thinking about mathematical problems here even though problem. . This section of the nzmaths website has problem-solving lessons that you can use in your maths programme. The lessons provide coverage of levels 1 to 6 of. .

Indeed, the examples and strategies they illustrate show a powerful and dynamic side to problem posing activities. The initial standard of each of the three levels addresses this goal. There is considerable importance placed on exploratory activities, observation and discovery, and trial and error. It is the set of activities that provides the primary opportunity for students to learn from the problem. This is the side of the subject that is largely represented in the strands of number, algebra, statistics, geometry and measurement.

They see problem solving as a vehicle for students to construct, evaluate and refine their own theories about mathematics and the theories of others. Typically, mathematical tasks or problem situations are devised, and students are studied as they perform the tasks. This new solution may be a nicer solution than the original and may give more insight into what is really going on. And its partly because children enjoy having ownership of the problem. By working on a problem, children become involved with it and can get quite deeply involved with the mathematics that is both required to solve it, and that in the process of struggling with a problem, children can often obtain a fairly deep understanding of the mathematics surrounding the problem.

Many of us do mathematics problems for recreation. This may occur because the children have never met open-ended problems before. These studies revealed that task specific hueristic instruction was more effective than general hueristic instruction. For example, admonitions to simplify an algebraic expression by removing parentheses, to make a table, to restate the problem in your own words, or to draw a figure to suggest the line of argument for a proof are heuristic in nature. Good problems can be found in the (aim project) materials (21) consisting of video tapes, resource books and computer diskettes published by the mathematical association of america. Hillsdale, nj lawrence erlbaum. Students and parents struggle with (and at times against) the idea that math class can and should involve exploration, conjecturing, and thinking. Hopefully they begin to see that the subject is a live one, get some feeling for the way it is created, and see why certain things are done in certain ways. Mathematical discovery on understanding, learning and teaching problem solving (vol. The idea is to capitalize on intrinsic motivation and accomplishment, to use competition in a constructive way, and to extend the curriculum.