Problem Solving as a Process (steps) part 2

As a process, according to George Polya (1957), problem solving originally has 4 steps. The 1^st step is understanding the problem. In this step, students have to carefully read the problem, capable to point out the principal parts of the problem, the unknown, the data, and the condition. George Polya subdivided this step into two stages: 1) getting acquainted and 2) working for better understanding. The 2^nd step is devising a plan where students consider some possible actions or strategies such as drawing a graph, finding a pattern, or making a list. Furthermore, the next step is carrying out the plan in which students implement a particular plan to solve the problem, if necessary, create a new plan.

Finally, students reflect and look back at what they have done, what worked, and what didn't. This is also important for students since by looking back at the completed solution, by reconsidering and reexamining the result and the path that led to it, students could consolidate and develop their ability to solve problems. All these 4 processes should be seen as a dynamic, non-linear and flexible approach. By using these steps, students will deal more effectively and successfully with most types of mathematical problems.

DOWNLOAD PROBLEM SOLVING BOOKS (E-BOOKS)

Problem solving is generally an approach to teach mathematics. It was firstly introduced by George Polya in 1957. Now, many experts have used it not only to solve mathematics problem but also general problem such as physic, chemistry, business or daily life problems. This approach is easily applied in our life and I think it is important for you to know more about the approach. So, I am going to share some books about problem solving for you. enjoy it..

Problem Solving as A Process (steps)

Problem Solving as a Process 
 As a process, according to George Polya (1957), problem solving originally has 4 steps. The first step is understanding the problem. In this step, students have to carefully read the problem, decide what they are going to do, and indentify the important data.  The second step is devising a plan where students consider some possible actions or strategies such as drawing a graph, finding a pattern, or making a list. Furthermore, the next step is carrying out the plan. Students implement a particular plan to solve the problem, if necessary, create a new plan. Finally, students reflect and look back at what they have done, what worked, and what didn't. This process should be seen as a dynamic, non-linear and flexible approach. By using these steps, students will deal more effectively and successfully with most types of mathematical problems.