Four Step Problem Solving

Four Step Problem Solving-49
On the other hand, we use "answer" to mean a number, quantity or some other entity that the problem is asking for. It is frequently the case that children move backwards and forwards between and across the steps.Finally, a "solution" is the whole process of solving a problem, including the method of obtaining an answer and the answer itself.method answer = solution But how do we do Problem Solving? Pólya enunciated these in 1945 but all of them were known and used well before then. The Ancient Greek mathematicians like Euclid and Pythagoras certainly knew how it was done. In fact the diagram below is much more like what happens in practice There is no chance of being able to solve a problem unless you are can first understand it.By "method" we mean the means used to get an answer.

On the other hand, we use "answer" to mean a number, quantity or some other entity that the problem is asking for. It is frequently the case that children move backwards and forwards between and across the steps.Finally, a "solution" is the whole process of solving a problem, including the method of obtaining an answer and the answer itself.method answer = solution But how do we do Problem Solving? Pólya enunciated these in 1945 but all of them were known and used well before then. The Ancient Greek mathematicians like Euclid and Pythagoras certainly knew how it was done. In fact the diagram below is much more like what happens in practice There is no chance of being able to solve a problem unless you are can first understand it.By "method" we mean the means used to get an answer.

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So the "any" height formula is a generalisation of the height three case. Then we get34 → 17 → 52 → 26 → 13 → 40 → 20 → 10 → 5 → 16 → 8 → 4 → 2 → 1We certainly got to 1 then. Well we can extend this problem, make another problem that’s a bit like it, by just changing the 3 to 5.Pólya’s second stage of finding a strategy tends to suggest that it is a fairly simple matter to think of an appropriate strategy.However, there are certainly problems where children may find it necessary to play around with the information before they are able to think of a strategy that might produce a solution.Finally, the better students especially, may be able to generalise or extend the problem.Generalising a problem means creating a problem that has the original problem as a special case. The last part of that problem asks how many towers can be built for any particular height.Hopefully now the problem will be solved and an answer obtained.During this phase it is important for the children to keep a track of what they are doing.So a problem about three pigs may be changed into one which has any number of pigs. The answer to this problem will contain the answer to the previous three questions.There we were asked for the number of towers of height one, two and three.This is the side of the subject that is largely represented in the Strands of Number, Algebra, Statistics, Geometry and Measurement.On the other hand, the processes of mathematics are the ways of using the skills creatively in new situations. As such it is to be found in the Strand of Mathematical Processes along with Logic and Reasoning, and Communication.

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