TO WHAT EXTENDS CAN PROBLEM SOLVING ACTIVITY ENHANCE THE

MATHEMATICAL UNDERSTANDING?

According to Lester, (in Pedagogi 2 by Mook Soon Sang, 1996) “problem is a

situation when an individual or a group needed to carry out the solution. They need to
decide the strategy and method before carrying out the solution. The strategy must
consist of an accomplishment a set of activity that can give the solution”

According to A. B. Bennett Jr. and L.T. Nelson in their book, Mathematics: For
Elementary Teachers, problem solving is the process by which the unfamiliar situation is
resolved.

Problem solving is the process of applying previously acquired knowledge, skills

and understanding to new and unfamiliar situation (Hamada R.Y. & Smith).

Problem solving is the process used to find an answer to a statement or a

question (Hamada R.Y. & Smith)

George Polya (1962, p.v) in “How to Solve It” state that “solving problem is a
practical arts, like swimming, or skiing, or playing the piano: you can learn it only by
imitation and practice….if you wish to learn swimming you have to go into the water and
if you wish to become a problem solver you have to solve problems”.

From dictionary.com, problem means any question or matter involving doubt,

uncertainty or difficulty. Solving mean to find an answer for, or to clear up. In
mathematics, problem is a statement requiring a solution usually by means of
mathematical operation or geometric construction and solving define as to work out the
answer or solution.

Thus, problem solving in mathematics can be defined as to work out the answer
or solution of a statement by the means of mathematical operation or geometric
construction (strategy).

There are few models that are generally used when we are to solve a problem in
mathematic. Among all are Polya Model, Lester Model and De Morgan Law.
 Polya model was generated by George Polya (1887-1985). He wrote the book,
How To Solve It (1945), focusing on how to solve mathematical problems. His method
included four principles. The first one is to understand the problem, secondly, ones
need to devise a plan, and the third principle focus on carrying out the plan and the last
principle is to look back.

De Morgan Law was formulated by Augustus De Morgan (1806-1871), an

English mathematician and logician.  De Morgan's Laws are mathematical theorems
and laws of logic proven by mathematical statements. 

Math theorems:

1) the complement of a union of two sets is equal to the intersection of the

complements of the sets.

2) the complement of the intersection of the the sets is equal to the union of the
complements of the sets”.

Laws of Logic:

1) the denial of conjunction of a class of propositions is equal to the disjunction

of the denials of a proposition.

2) the denial of disjunction of a class of propositions is equivalent to the

conjunction of the denials of the propositions.

While his mathematical statements prove his theories variations will occur
dependent upon the branch of mathematics being studied. His theorems are
mathematical statements used in digital electronics circuits, logic operations and more.
De Morgan's Laws can be proved easily, and may even seem trivial. Nonetheless, these
laws are helpful in making valid inferences in proofs and deductive arguments.

Generally, the Polya Model is more frequently used. Thus it is important to

understand the model. In understanding the problem, ones need to understand the
problem. Teachers can ask questions like, “Can you restate the problem in your own
words?” It is important to understand the problem as it is the key to the solution.

After understanding the problem, students can start to devise a plan. In devising
a plan, there are few strategies that can be used, like guess and check, make a list,
eliminating possibilities, using symmetry, considering special cases, using direct
reasoning, solving an equation, looking for a pattern, drawing a picture, solving the
simpler problem, using model , working backward, using a formula or simply being
ingenious.

The third principle in Polya Model is to carry out the plan. In general (1957), all
you need is care and patience, given that you have the necessary skills. Persistent with
the plan that you have chosen. If it continues not to work discard it and choose another.
Don’t be misled, this is how mathematics is done, even by professionals. Polya’s Fourth
Principle: Look back.

The fourth principle is to look back. According to polya, in How To solve It, much
can be gained by taking the time to reflect and look back at what you have done, what
worked and what didn’t. Doing this will enable you to predict what strategy to use to
solve future problems.

Given a problem, (refer to appendices 1)

I choose to use table strategies because the problem involving listing.

The first step is to understand the problem. Read the problem and find out the
information presented and the problem it posed.

Next is to devise a plan. In order to figure out the amount of money they both used, I
make a list of each person’s daily spending in a table (refer appendices 2).

To carry out the plan, I counted the amount of their spending thus solving problem (a).
In problem (b), I just need to figure out how much money did Daniel had as Siti amount
of allowances is equal to her spending.
Then I can look back by reducing the spending from their initial amount of money (Siti
should result to 0 while Daniel should result to RM 24). If it is not, then I have to redo it
all again and check for any mistakes.

Problem solving is a great way for students to enhance their mathematical

understanding. Mook soon sang in his book pedagogi 2 (1996) had stated few reason
and advantages problem solving. A problem solving activity gives experience to the
pupils using their previously acquired skills to solve the problem. Problem solving also
enables pupils to think analytically, logically, rational and objectives in the process.
Other than that, problem solving gives the chances to pupils to use skills, experience
and knowledge that they just acquired to solve the problems. Problem solving also can
be used to reinforce newly learnt skills, concepts, principles and theories. Problem
solving is a great gateway for teachers to give awareness for their pupils about the
importance of the skills and knowledge that they just acquired. Pupils’ thinking skills and
reasoning is well enhanced in the process of problem solving.

In my own opinion, problem solving is much better than routine problems. It gives
the pupils to explore the different sides of mathematical understanding. Routine problem
only focuses on certain skills thus can make pupils stumble upon facing a problem that
is not routine, in other words, the problem that they never solve in the routine problem.
Problem solving also applicable in our daily live. Even most questions in problem
solving are about and related to our daily live.

I strongly believe that problem solving activity can enhance the mathematical
understanding to the maximum point. This is because, problem solving requires student
to figure out the strategies and carry out the plan. If the plan does not succeed, they
need to devise another plan until they get the problem. Teaching problem solving in
early mathematical education helps to boost pupils’ confidence when they face more
complex problem. It also generates critical and analytical thinking apart from reasoning
and objectives thinking.

In a nutshell, problem solving is one of the best methods in order to increase

student’s understanding of mathematical concept. Problem solving enables the students
to think in a much more critical ways to solve problem. Teachers should always give
chances for their students to explore and experimenting with the problems. This will give
the students chances to further understand and develop more problem solving skills. It
is a smart moves for teachers to expose their students to problem solving.