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Introduction
they are small and sometimes they are large. Sometimes solving a problem is a
matter of life and death and other times it is merely a matter of keeping your
sanity. Regardless of why we need problem solving, we can not deny that we
need it. Sometimes we have to be creative because problems that come up can
We run into problems everyday, from flat tires to saving a failing product
line. We are a problem solver and we probably do not even realize it. It is
common for people to take problem solving for granted. We do it so much that it
is not hard to believe that it becomes second nature. It is this familiarity with
problem solving that leads up to take it for granted and to not be creative with our
problem solving anymore. The problem with this, though, is that taking problem
solving for granted can make us a lazy problem solver. We may no longer spend
time trying to solve a problem but rather go to a tried and true solution. It may not
be the best solution but since we are a lay problem solver we do not take the
time to actual use our problem solving skills to try to come up with a better
solution.
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Problem solving centres on thinking about goals and ideals. When a goal
is met, the problem should be concluded if the goal was an appropriate one for
that way instead of just something we do because we have to. We have the
art. Children learn best when they are confronted with a meaningful problem.
We can categorize problem solving into two basic types: routine and non-
routine. The purposes and the strategies used for solving problems are different
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Routine Problems
Routine problem solving involves using at least one of the four arithmetic
operations and/or ratio to solve problems that are practical in nature. Routine
problem solving concerns to a large degree the kind of problem solving that
serves a socially useful function that has immediate and future payoff. It uses at
least one of the four arithmetic operations. It concerns solving problems that are
useful for daily living (in the present or in the future). Routine problem solving is
concepts are pieces of a jigsaw puzzle - one whose solution is standard - even
on display - represents a first step in developing the critical thinking and problem
solving skills of students. Routine problem solving stresses the use of sets of
Non-Routine Problems
an ‘I tried this and I tried that, and eureka, I finally figured it out.’ reaction. Non-
is a creative endeavour. It stresses the use of heuristics and often requires little
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COMPARISON BETWEEN ROUTINE AND NON-ROUTINE PROBLEMS
models (the meanings of the arithmetic operations and the associated templates)
problem, the problem solver knows a solution method and only needs to carry it
out. For example, for most adults the problem "589 × 45 = ___" is a routine
routine problem, the problem solver does not initially know a method for solving
the problem. For example, the following problem (reported by Robert Sternberg
and Janet Davidson) is nonroutine for most people: "Water lilies double in area
every twenty-four hours. At the beginning of the summer, there is one water lily
on the lake. It takes sixty days for the lake to be completely covered with water
lilies. On what day is the lake half covered?" In this problem, the problem solver
must invent a solution method based on working backwards from the last day.
Based on this method, the problem solver can ask what the lake would look like
on the day before the last day, and conclude that the lake is half covered on the
fifty-ninth day.
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SECTION B
follows; ‘Eight children are standing in a circle. They play a game called 'DROP
OUT'. It involves counting the numbers 1 through 8 over and over again. They
count in clockwise order. The child who says the number 'eight' must drop out of
the circle, leaving one less child in it. The next child (clockwise order) begins the
counting cycle again, starting with 'one'. Children count to 8 again with the child
saying ‘eight‘dropping out of the circle. This cycle of counting to 8 and leaving the
circle when saying 'eight' continues until there is one child remaining. Suppose
George begins the counting. Where should you stand so that you are the
To solve this problem we should apply the four steps in Polya Model. The
first step is ‘Understanding the Problem’. The students should be able to find
what are the information given. For instance they should know that this game
involve 8 children and they should stand in a circle. Besides that, they must know
what the question asked to find. To have a clearer picture of the question, ask
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Secondly, we should apply the second step which is ‘Devise a Plan’.
There are two strategies to solve this problem; ‘draw a picture’ or ‘act it out’.
Proceed to the next step which is ‘Carry out the Plan’ by applying the first
strategy; ‘draw a picture’. Ask the students to draw 8 circles as the diagram
below.
Explain to them that these circles represent students. Then, tell them to mark the
position where George stands as ‘G’ in the circle. Ask them to start to count clock
wisely from 1 to 8 and tell them to cross out (X) the circles that has been dropped
out. The last circle which is left out is the correct position to be stand. Lastly,
apply Polya’s final step which is ‘Look Back’. Check whether the steps carry out
By using the second strategy which is ‘act it out’ choose 8 students and
ask them to stand in a circle. Pick a student to be George and tell him to be the
one who starts the counting. Make sure that the counting should be in clockwise.
Pick a student to be student X and ask student X to stand randomly in the circle.
Tell to student X that he or she must always change the position until to be the
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last one remaining in the circle. Tell to all the students involved to play the game
until student X is the last one to be left out. Through this they can predict where
to sit and then see what happens. Do not forget to look back whether they had
order to solve the problem. The comparison of the two strategy is as the table
below.
the game
Difficult to understand because it might Students can understand better
confuse the student if they count because they play the game.
wrongly.
In our opinion, the second strategy which is ‘act it out’ is the best strategy
to solve the problem. This strategy is very interesting as it can get students
attention to solve this problem. Besides that, students also can understand better
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‘Place the numbers 1, 3, 5, 7, 9, 11, 13, 15, 17, 19 in the grid, one number in
each square, so that the sum of the two numbers in each of the five columns is
always 20’.
In order to solve the problem, we should apply Polya Model’s first step
which is ‘Understanding the Problem’. Find what are the information given for
example;
The sum of the two numbers in each of the vertical columns must be 20
Besides that, make sure student understand what the question want them
to find. Ask them to restate the question so that they will understand better.
Secondly, apply the second step which is ‘Devise a Plan’. There are two
strategies involved which is ‘make a table’ and ‘guess and check’. The first
Numbers 11 13 15 17 19 Sum
1 1 + 19 = 20
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3 3 + 17 =20
5 5 + 15 =20
7 7 + 13 =20
9 9 + 11 =20
The sum of the numbers from a row and a column which is not
highlighted equals to 20. When the numbers are transferred from the table into
the squares vertically, they give a sum of 20. Lastly, apply Polya’s final step
The next strategy is ‘guess and check’. Try adding two numbers at
random and see whether the sum would be 20 or not. Look back at the
Finally, we have to compare the two strategies and choose the best
strategy. The comparisons of the two strategies are as the following table.
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Make a table Guess and Check
Very systematic Very clumsy
Information not left out Information might lost
In our opinion, the best strategy to tackle this problem is by using make a
table strategy because it involves several numbers. All the information must
REFLECTION
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Before doing this assignment, we need to find out what is really meant by
Polya’s model. Besides that, we have to find out the number of different
and non-routine problem. The positive thing that we learn by going this
divide ourselves to do the editing, printing and photocopying. We also had given
sufficient time to search for non-routine problem. The difficulties that we find are
to search the non- routine problem as the topic on non-routine problem is very
wide. We also spent a lot of time finding the information regarding the topic.
We find out that the reason of the second strategy, which is ‘Devising a Plan’ is
important is because most textbooks typically display only the bottom part of the
solution which is carrying out the plan. This is the manipulative part of the
solution and according to the internet and based on our experiences, it could be
thinking skills when they encounter mathematical problems as ‘devising the plan’
BIBLIOGRAPHY
http://www.answers.com/topic/learning-problem-solving
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http://www.mathpentath.org/pdf/meba/routine.pdf
http://www.hawaii.edu/suremath/theBook/chapter01.html
http://www.virtualsalt.com/crebook3.htm
http://mindmentor.wordpress.com/2008/09/10/the-importance-of-problem-solving/
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