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Module 3: Problem Solving and Reasoning: What Are The Skills Developed Through Problem Solving?

This document discusses problem solving and reasoning. It defines problem solving as finding a solution when the path to the answer is not immediately apparent. It lists 12 strategies for solving problems, such as looking for patterns, making models, guessing and checking, and working backward. The document also discusses George Polya's four steps for problem solving: understand the problem, devise a plan, carry out the plan, and look back to check. Finally, it defines inductive reasoning as drawing a general conclusion from specific examples, and deductive reasoning as applying general principles to specific cases.

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Francis Rosales
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285 views

Module 3: Problem Solving and Reasoning: What Are The Skills Developed Through Problem Solving?

This document discusses problem solving and reasoning. It defines problem solving as finding a solution when the path to the answer is not immediately apparent. It lists 12 strategies for solving problems, such as looking for patterns, making models, guessing and checking, and working backward. The document also discusses George Polya's four steps for problem solving: understand the problem, devise a plan, carry out the plan, and look back to check. Finally, it defines inductive reasoning as drawing a general conclusion from specific examples, and deductive reasoning as applying general principles to specific cases.

Uploaded by

Francis Rosales
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MODULE 3: PROBLEM SOLVING AND REASONING WHAT ARE THE SKILLS DEVELOPED

THROUGH PROBLEM SOLVING?


Problem solving is one of the most important
activities in school that needs to be developed. 1. Looking for a pattern. After a few examples, is it
Students must be prepared to face challenges of possible to predict subsequent solutions?
the future. It is for this reason that learning to solve 2. Constructing a table. Make a list containing related
problems is now recognized as a high priority topic items to help establish a pattern and to help clarify the
in the mathematics curriculum. question.
True problem solving is described by the well- 3. Using all possibilities. Don’t miss any of the givens,
known mathematician and educator, George Polya especially the implied ones.
(1887-1985), as follows: The student is confronted
by an unfamiliar situation, quantitative or otherwise, 4. Making a model. A three-dimensional representation
can be of great assistance to the abstract operations of
for which no immediate path to the answer is
the mind.
apparent. To solve a problem, according to Polya,
is “to find a way, where no way is known off-hand, 5. Guessing and checking. Some solutions can only be
to attain a desired end that is not immediately arrived at by guessing, but it must be followed by a good
attainable, by appropriate means.” Problem solving use of estimation in checking the acceptability of the
is very much like finding an exit out. guess.

Learning to solve problems, as you will discover is 6. Working backward. Sometimes by starting with the
not a difficult task. It can be enjoyable and conclusion one can work backward to the answer,
especially in progression type of problems.
challenging. However, it does require you to think
and make a conscious effort. Also, it can be 7. Selecting an appropriate notation. Placing a figure
learned—not by merely watching---but by in the most advantageous position and using a notation
actually doing a lot of problems. that displays relationships between the givens greatly
simplifies solutions.
ON PROBLEM SOLVING
8. Drawing a figure. Drawing a figure to match the
By: Dr. Jose A. Marasigan (ADMU), Dr. Jose M. given without making any false presumptions (e.g.,
Bernaldez (MSU-IIT) drawing lines to be perpendicular, when it is not stated
so) can be a great aid to awakening new ideas.
Proceedings of the 1994 Annual Convention of
Mathematical Society of the Philippines 9. Restating the problem in your own words. This
helps you to clarify the basic question, especially if
  English is not your first language. It enables you to
identify the given and the question.
GUIDE QUESTIONS:
10. Checking for hidden assumptions. Read carefully
1. What is problem solving and reasoning? to uncover givens that are not explicitly stated (e.g., they
traveled the same distance; the acrobat can do things a
2. How does reasoning help in solving
normal person cannot do).
problems?
3. What is inductive and deductive reasoning? 11. Checking the restrictions given. Sometimes a
4. What are the steps in Solving Problem? careful look at the restrictions can lead to a solution.
5. What are the strategies used in solving Ask, why don’t they want me to do it that way?
problems?
12. Solving a similar but easier problem. This mental
exercise or activity can help organize your thought
STRATEGIES IN SOLVING PROBLEMS pattern for attacking the harder problems.

There are no set rules—applicable to all THINK, THINK, THINK NOW! MATERIAL AND METHODS FOR
PROBLEM SOLVING
mathematics problems—to determine the best
strategy. The ability to determine a strategy that will By: Bro. Andrew Jacobson, FSC
work grows as you solve more and more problems.
What follows are brief descriptions of useful THE HEURISTICS OF PROBLEM
strategies. These strategies do not form a complete SOLVING
list, and they are not presented in any particular
order. In 1945, George Polya published a book titled “How to
Solve It.” This book was the forerunner of the problem-
solving movement long before it actually started. In this EXAMPLE: All word processors will type the
book, Polya discussed the use of “heuristics” as a plan symbol @. I have a word processor. I can type the
for solving problems. Heuristics is the process by which symbol @.
a problem solver attempts various approaches to find the
solution to a problem. His heuristic model contained four ANSWER: This reasoning goes from general to
steps. (Problem Solving in Mathematics By: specific, so deductive reasoning was used.
Posamientier, A.S. ; Krulik, S.)

STEP 1: UNDERSTAND THE PROBLEM COUNTEREXAMPLES

Most of the time the problem lies in understanding the Counterexamples are a useful tool in
problem. If you are unclear as to what needs to be mathematics. It is a special kind of example
solved, then you are probably going to get the wrong that disproves a statement or proposition.
results. In order to show an understanding of the
problem, you, of course, need to read the problem EXAMPLE: Find a counterexample to the statement “All
carefully. Sounds simple enough, but some people jump professors like pizza”.
the gun and try to start solving the problem before they
have read the whole problem. Once the problem is read, ANSWER: To find a counterexample to the above
you need to list all the components and data that are statement, you must find a professor who does not like
involved. pizza. 

STEP 2: DEVISE A PLAN EXAMPLE: Find a counterexample to the statement “If a


number is greater than 3, then the number is greater
When you devise a plan (translate), you come up with a than 5.”
way to solve the problem. Setting up an equation,
drawing a diagram, and making a chart are all ways that ANSWER: To find a counterexample to the above
you can go about solving your problem, statement, you must find a number which is greater than
3 but less than 5. Thus, the counterexample is either 4
STEP 3: CARRY OUT THE PLAN (SOLVE) or 5.
The next step, carry out the plan, is big. This is where
you solve the equation you came up with in your “devise
a plan” step.  

STEP 4: LOOK BACK (CHECK AND INTERPRET)

You may be familiar with the expression “don’t look  


back.” In problem solving, it is good to look back (check
and interpret). Basically, check to see if you used all
your information and that the answer makes sense. If
your answer does check out, make sure that you write
your final answer with the correct labeling.  
INDUCTIVE AND DEDUCTIVE REASONING
INDUCTIVE REASONING is characterized by drawing a
general conclusion (making a conjecture) from repeated
observations of specific examples. The conjecture may
or may not be true.

EXAMPLE: Our house is made of redwood. Both of my


next-neighbors have redwoods houses. Therefore, all
houses in our neighborhood are made of redwood.

ANSWER: Since the reasoning goes from specific


examples to a general statement, the argument is an
example of inductive reasoning (although it may very
well have a false conclusion).

DEDUCTIVE REASONING is characterized by


applying general principles to specific examples.

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