Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education of K-12 students. A primary goal of mathematics teaching and learning is to develop the ability to solve a wide variety of complex mathematics problems. To many mathematically literate people, mathematics is synonymous with solving problems — doing word problems, creating patterns, interpreting figures, developing geometric constructions, proving theorems, etc. On the other hand, persons not fascinated with mathematics may describeanymathematics activity as problem solving because of its nature. Regardless how students call problem solving in mathematics, what is important is how successful they are in arriving at solutions and answers.
It is important that we teachers must be interested in determining the degree of students’ success in mathematics problem solving and also in identifying what areas in mathematics are not taught to students or what they have missed so that immediate remedial measures can be undertaken.
The quality of teaching and the success of the students in any field depend, to an extent, on the effective delivery of instructions coupled with satisfactory resources and advanced teaching strategies. Understanding of course the strengths and weaknesses of the students will enable us teachers to be more cognizant of their instructional needs. Also the improvement of classroom activities is important and this can be achieved when the school is properly equipped with materials and resources needed in the delivery of quality instruction and this will promote favorable interactions between the students and us teachers.
Our abilities and skills being a teacher as projected in our instructional practices are important factors that determine the quality of instruction and students’ success in their classroom undertakings. We should resort to innovative practices that will consequently enhance and motivate further the students to learn mathematics.
To help students become successful problem solvers, teachers must accept that student’s problem-solving abilities often develop slowly, thereby requiring long-term sustained attention to making problem solving an integral part of the mathematics program. Moreover, teachers must develop a problem-solving culture in classroom to make problem solving a regular and consistent part of one’s classroom practice. Students must also buy into the importance of regularly engaging in challenging activities (Lester, 1994; Willoughby, 1990). Teachers should discuss the importance of mathematics in everyday living, and must be more focus on the effective issues rather than efficiency because we, as members of whom develops our society and future, must take action in achieving students’ success in solving math problem for this will help students’ handle real life situations as well.
Reference:
Willoughby, S. S. (1990). Mathematics education for a changing world. Alexandria, VA: Association for Supervision and Curriculum Development.
By: Lorna T. Villaruel | MAEd. SST II |Orani National High School-Main
