Solving Math Problem Solving Skills - 2668 Words

Problem solving skills in the area of mathematics: Instruction in problem-solving skills begins at an early age for students. The strategies and techniques used in developing these skills are introduced in elementary schools, typically in a mathematics lesson. The four steps for problem solving in mathematics as identified by Pà ³lya (2004) are: understanding the problem, devising a plan, carrying out the plan, and reflecting on the problem. For the first step, understanding the problem, this is where the student attempts to decipher what the problem is asking, and what information has been provided in the question. Devising a plan is where the student develops strategies to solve the problem. This is where a picture or diagram can be created and /or mathematical relationships can be used to describe the problem. For carrying out the plan, the student will look to their diagram or mathematical relationship and take what information they have discovered form the original problem to see if they can solve the problem. The last ste p is looking back to the original question to determine if the solution they have found answers the original problem. This is a familiar strategy used by most teachers in school to impart to their students how to solve a word problem. The most crucial component in the solving of word-problems in mathematics is deciphering what the question has asked and this is the step where students struggle the most. It may be attributed to notShow MoreRelatedPSY 315 WEEK 4 PROBLEMS871 Words   |  4 Pagesï » ¿Week 4 Practice Problems 11. List the five steps of hypothesis testing, and explain the procedure and logic of each Step 1: During this step of hypothesis testing, the query is stated again as a research theory and a null theory regarding the populations. The null and research hypothesizes are the opposites of each other. This step is necessary because it explains the theory and recognizes the populations, which will be worked throughout the study. Step 2: During this second step, the characteristicsRead MoreMathematics : Mathematical Problem Solving1637 Words   |  7 PagesThe definition of mathematical problem-solving can be subjective and, as such, there is no clear interpretation (English and Kirshner, 2015; Ponte and Matos, 2012). Silver (2013) purports that mathematical problem-solving is a way of defining the discipline of mathematics, asserting that all mathematics involve creating and solving problems. Nevertheless, a problem can be defined as a task where the individual concerned does not initially know how the solution may be reached and that provides anRead MoreMath strategies for special education students Essay example1164 Words   |  5 Pages Special education students often lack the necessary mathematical skills needed to be independently successful in the secondary classroom. These students face challenges in applying the basic math skills needed as well as retaining basic math skills from grade level to grade level. Lack of understanding, in addition to causing classroom difficulties, can cause other personal and social dilemmas for the special education students. Lack of motivation, anger, lack of self value, and other disruptiveRead MoreExplain The Benefits Of Teaching Problem Solving Math902 Words   |  4 PagesExplain the benefits of teaching problem solving math. It is important to teach or at least try to teach students problem solving related to math. 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Today in class, I learnedRead MoreProblem Solving For The Primary Grades1223 Words   |  5 PagesThe article â€Å"Problem Solving for the Primary Grades† discussed one of the problems children face in school which is problem solving equations. The students are distancing themselves from mathematics and struggling with word problems. The author talks about how children have great problem solving skills because they have been doing it long before they started school. If given a chance, they can enhance their skills dealing with math concepts. Bruni then mentions what needs to be thought about whenRead MoreMath 213 Reflective Paper839 Words   |  4 PagesReflective Paper - Math 213 Math 213 is a class packed full of information valuable to the development of a professional math teacher. There were several major mathematical concepts addressed in the class ranging from problem solving, numeration systems and sets, whole numbers and their operations, to algebraic thinking, integers and number theory, rational numbers as fractions, decimals and real numbers, and proportional reasoning, percents, and applications. This class enhanced my understandingRead MoreAnalysis Of Vasquez s Theories And Factors Influencing The Principles Of The System Of Gears1269 Words   |  6 Pagestogether† (Vasquez, Sneider, Comer, 2013, p. 12). Furthermore, Vasquez (2013) recommends the following five guiding principles to guide the gear mesh alignment of the STEM fields: focus on integration, establish relevance, emphasize 21st Century skills, challenge your students, and mix it up (p. 18-19). However, Vasquez (2013) remains cognizant of the challenging nature of implementing a ll five principles and urges educators to â€Å"remember you don’t have to do it all† (p.21). The subsequent paragraphsRead MoreI Have Always Had A Passion For Mathematics Essay1425 Words   |  6 Pagessudokus, measured my entire house, made graphs, and even created my own problems to explore mathematics. I would do all of my work, including tests, without a calculator just to challenge myself and do more math. As the concepts increased in difficulty, the subject became even more fun for me. The dedication and creativity required in advanced mathematics have only empowered my enthusiasm for mathematics. The problem-solving within mathematics and the love I had for the subject inspired me to becomeRead MoreImportance Of Proofs Of Teaching Mathematical Proofs884 Words   |  4 PagesFor many math students around the world, proofs are dreaded; they are seen as pointless memorization of obvious ideas. These are most student’s beliefs because they have never truly been taught or experienced the true purposes of proofs. Zaslavsky, Nickerson, Stylianides, Kidron, and Winicki-Landman (2012) write to discuss the importance of teaching mathematical proofs in school. They continue on to express reasons why students need proofs and the multiple ways in which teachers can facilitate the