problem solving by polya

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Polya’s Problem-Solving Process

Emma Moore, Teaching Excellence Program Master Teacher 

Problem-solving skills are crucial for students to navigate challenges, think critically, and find innovative solutions. In PISA, problem-solving competence is defined as “an individual’s capacity to engage in cognitive processing to understand and resolve problem situations where a method of solution is not immediately obvious” (OECD, 2014, p. 30). Returning to the classroom post-COVID, I found that students had lost their ‘grit’ for these deep-thinking tasks. They either struggled to start, gave up easily, or stopped at their first ‘answer’ without considering if it answered the problem or was the only possible solution.

To re-invigorate these skills, I investigated the impact of explicitly teaching Polya's problem-solving process in my Year Six class. This framework developed student agency and supported them to manage their feelings if they felt challenged by the work.

Here, I will share the impact of this initiative and how it empowered students to become effective and resilient problem solvers.  

Understanding Polya's Problem-Solving Process

Polya's problem-solving process, developed by mathematician George Polya, provides a structured approach to problem-solving that can be applied across various domains. This four-step process consists of understanding the problem, devising a plan, trying the plan, and revisiting the solution. (Polya, 1947)

In order to focus on the skills and knowledge of the problem-solving process, I began by using tasks where the mathematical processes were obvious. This allowed me to focus on the problem-solving process explicitly.

The question shown in Figure 2 is taken from Peter Sullivan and Pat Lilburn's Open-Ended Maths Activities book. This task was used to establish a baseline assessment for each stage of the process. I planned the prompts in dot points and revealed them one by one through the PowerPoint. After launching the task and giving the students time to think, they recorded all their possible answers in their workbook.

The student sample shown in Figure 3 demonstrates that the student followed a pattern and stuck to it but did not revisit their work. On line two, their response (1 half and 1 half is 2 quarters) is unreasonable.

Figure 3 is a sample gathered from a small group of students. This group required support to start. They used paper folding and paper strips to model their thinking.

Over half of the class could give at least one correct answer, but only four students showed signs of checking to see if their plans addressed the problem and yielded correct answers. Understanding the problem and revisiting the solutions became the focus of my inquiry.

The following series of lessons covering operations with fractions and decimals focused on the stages of Polya’s process.  

Step 1: Understanding the Problem

The first step of Polya's problem-solving process emphasises the importance of ensuring you thoroughly comprehend the problem. In this step, students learn to read and analyse the problem statement, identify the key information, and clarify any uncertainties. This process encourages critical thinking (Bicer et al., 2020) as students develop the ability to break down complex problems into manageable parts. I facilitated this process by engaging students in discussions and guiding them to identify the essential components of the problem. By fostering a collaborative learning environment, students shared their perspectives and learned to refine their questions when they were unsure. Figure 6 shares an example of a prompt I use for Step 1.

Figure 4: Example prompt for Step 1.

Initially, students who were stuck provided the classic ‘white flag’ responses.

Student: I just don’t get it.

Teacher: What part don’t you get?

Student: All of it!

As a starting point, the students and I co-created a classroom display of helpful questions the students could use to develop their understanding.

These questions supported me to develop a deeper understanding of what students didn’t understand when they expressed uncertainty. This could range from not understanding specific terminology (often easy to explain) to where numbers came from and why their classmates interpreted the problem differently. I found engaging in this step made triaging their misunderstandings easier.  

Step 2: Devising a Plan

Once students had grasped the problem, the next step was to formulate a plan of action. In this step, students explored different strategies and selected the most appropriate approach. I prompted students to brainstorm possible solutions, draw diagrams, make tables, and create algorithms, all the time fostering creativity and diverse thinking.

This step had been a strength during the baseline assessment data, and a wide range of strategies were explored. Polya’s strategies were displayed in the classroom as the mathematician’s strategy tool kit, so students were comfortable acknowledging the many ways to solve the problem.

Students developed critical thinking and decision-making skills by keeping this step in problem-solving. They become adept at evaluating multiple approaches and selecting the most effective strategy to solve a problem, thus promoting the development of mathematical reasoning abilities (Barnes, 2021). Figure 7 shows a slide used in Step 2.

Figure 5: Example prompt for Step 2.

Step 3: Try

The students implemented their selected strategy, performed calculations, made models, drew diagrams, created tables, and found patterns. This stage encouraged students to persevere and take ownership of their problem-solving process.

At Cowes Primary School, we have developed whole-school expectations around providing opportunities for hands-on learning, allowing students to engage in practical activities that support the development of ideas, expecting students to represent their work visually (pictures, materials and manipulatives), using language and numbers/symbols. This approach enhances students' problem-solving skills and fosters a sense of autonomy and confidence in their capabilities and ability to talk about their work (Roche et al., 2023). Figure 9 shows the slide used for Step 3.

Figure 6: Example prompt for Step 3.

Step 4. Re-visiting the solution

The last step in Polya's problem-solving process is re-visit. After finding a solution, students critically analyse and evaluate their approach after finding a solution. They consider the effectiveness of their chosen strategy, identify strengths and weaknesses, and reflect on how they could improve their problem-solving techniques. This step was missing from most students’ work during the baseline assessment.

As a class, we added to the display questions to facilitate better reflective practice and developed a more critical approach to looking at our work. This process encouraged students to refine their answers, not go too far down the wrong path, fostered resilience, embrace challenge and normalise uncertainty (Buckley & Sullivan, 2023).

Figure 7: Class display showing our questions.

  Figure 8: Student samples from the task.

Impact and Benefits:

Figure 9 shows four tasks, including the initial baseline assessment. The blue series shows the percentage of students who arrived at least one correct solution. The green series shows evidence that students were revisiting their initial solutions using other strategies to check they were correct or checking in with other groups and adjusting. There was a steady increase in both skills over the course of these four tasks.

By explicitly teaching Polya's problem-solving process, the students cultivated valuable skills that extend beyond maths problems. Some of the key benefits observed were:

Mathematical Reasoning: Polya's process promotes the development of mathematical reasoning skills. Students analysed problems, explored different strategies, and apply logical thinking to arrive at solutions. These skills can enhance their overall mathematical proficiency.

Self-efficacy: Through problem-solving, students gained confidence in their ability to tackle problems. They become more self-reliant, taking ownership of their learning, and seeking solutions proactively.

Collaboration and Communication: The process encouraged collaboration and communication among students. They discussed problems, shared ideas, and considered multiple perspectives, students developed effective teamwork and interpersonal skills.

Metacognition: The reflective aspect of Polya's process fostered metacognitive skills, enabling students to monitor and regulate their thinking processes. They learned to identify their strengths and weaknesses, supporting continuous improvement and growth.  

Overall using the 4 steps was a really effective and an explicit way to focus on developing the problem-solving skills of my Year 6 students.

This article was originally published for the Mathematical Association of Victoria's Prime Number.    

References:

Barnes, A. (2021). Enjoyment in learning mathematics: Its role as a potential barrier to children’s perseverance in mathematical reasoning. Educational Studies in Mathematics , 106(1), 45–63. https://doi.org/10.1007/s10649-020-09992-x

Bicer, Ali, Yujin Lee, Celal Perihan, Mary M. Capraro, and Robert M. Capraro. ‘Considering Mathematical Creative Self-Efficacy with Problem Posing as a Measure of Mathematical Creativity’. Educational Studies in Mathematics 105, no. 3 (November 2020): 457–85. https://doi.org/10.1007/s10649-020-09995-8

Buckley, S., & Sullivan, P. (2023). Reframing anxiety and uncertainty in the mathematics classroom. Mathematics Education Research Journal , 35(S1), 157–170. https://doi.org/10.1007/s13394-021-00393-8

OECD (Ed.). (2014). Creative problem solving: Students’ skills in tackling real-life problems. OECD.

Pólya, G. (1988). How to solve it: A new aspect of mathematical method (2nd ed). Princeton university press.

Roche, A., Gervasoni, A., & Kalogeropoulos, P. (2023). Factors that promote interest and engagement in learning mathematics for low-achieving primary students across three learning settings. Mathematics Education Research Journal , 35(3), 525–556. https://doi.org/10.1007/s13394-021-00402-w

 MacTutor

George pólya.

... diligence and good behaviour.

I thought I am not good enough for physics and I am too good for philosophy. Mathematics is in between.

I was greatly influenced by Fejér , as were all Hungarian mathematicians of my generation, and, in fact, once or twice in small matters I collaborated with Fejér . In one or two papers of his I have remarks and he made remarks in one or two papers of mine, but it was not really a deep influence.

On Christmas 1913 I travelled by train from Zürich to Frankfurt and at that time I had a verbal exchange - about my basket that had fallen down - with a young man who sat across from me in the train compartment. I was in an overexcited state of mind and I provoked him. When he did not respond to my provocation, I boxed his ear. Later on it turned out that the young man was the son of a certain Geheimrat; he was a student, of all things, in Göttingen. After some misunderstandings I was told to leave by the Senate of the University.

I was... deeply influenced by Hurwitz . In fact I went to Zürich in order to be near Hurwitz and we were in close touch for about six years, from my arrival in Zürich in 1914 to his passing in ... 1919 . And we have one joint paper, but that is not the whole extent. I was very much impressed by him and edited his works. I was also impressed by his manuscripts.

I came very late to mathematics. ... as I came to mathematics and learned something of it, I thought: Well it is so, I see, the proof seems to be conclusive, but how can people find such results? My difficulty in understanding mathematics: How was it discovered?

... a mathematical masterpiece that assured their reputations.

Pólya was arguably the most influential mathematician of the 20 th century. His basic research contributions span complex analysis, mathematical physics, probability theory , geometry, and combinatorics. He was a teacher par excellence who maintained a strong interest in pedagogical matters throughout his long career.

For mathematics education and the world of problem solving it marked a line of demarcation between two eras, problem solving before and after Pólya.

The aim of heuristic is to study the methods and rules of discovery and invention .... Heuristic, as an adjective, means 'serving to discover'. ... its purpose is to discover the solution of the present problem. ... What is good education? Systematically giving opportunity to the student to discover things by himself.

If you can't solve a problem, then there is an easier problem you can solve: find it.

Mathematics in the primary schools has a good and narrow aim and that is pretty clear in the primary schools. ... However, we have a higher aim. We wish to develop all the resources of the growing child. And the part that mathematics plays is mostly about thinking. Mathematics is a good school of thinking. But what is thinking? The thinking that you can learn in mathematics is, for instance, to handle abstractions. Mathematics is about numbers. Numbers are an abstraction. When we solve a practical problem, then from this practical problem we must first make an abstract problem. ... But I think there is one point which is even more important. Mathematics, you see, is not a spectator sport. To understand mathematics means to be able to do mathematics. And what does it mean doing mathematics? In the first place it means to be able to solve mathematical problems.

Teaching is not a science; it is an art. If teaching were a science there would be a best way of teaching and everyone would have to teach like that. Since teaching is not a science, there is great latitude and much possibility for personal differences. ... let me tell you what my idea of teaching is. Perhaps the first point, which is widely accepted, is that teaching must be active, or rather active learning. ... the main point in mathematics teaching is to develop the tactics of problem solving.

... a remarkable theorem in a remarkable paper, and a landmark in the history of combinatorial analysis.

The whole work displays the taste of the authors for the concrete and explicit result, for elegance and ingenious methods.

With no hesitation, George Pólya is my personal hero as a mathematician. ... [ he ] is not only a distinguished gentleman but a most kind and gentle man: his ebullient enthusiasm, the twinkle in his eye, his tremendous curiosity, his generosity with his time, his spry energetic walk, his warm genuine friendliness, his welcoming visitors into his home and showing them his pictures of great mathematicians he has known - these are all components of his happy personality. As a mathematician, his depth, speed, brilliance, versatility, power and universality are all inspiring. Would that there were a way of teaching and learning these traits.

References ( show )

• G L Alexanderson, The Polya picture album ( Basel, 1987) .
• G L Alexanderson, The random walks of George Pólya ( Washington, DC, 2000) .
• H Taylor and L Taylor, George Pólya : Master of Discovery ( Palo Alto, CA, 1993) .
• D J Albers and G L Alexanderson ( eds. ) , Mathematical People: Profiles and Interviews ( Boston, 1985) , 245 - 254 .
• G L Alexanderson and L H Lange, Obituary: George Pólya, Bull. London Math. Soc. 19 (6) (1987) , 559 - 608 .
• G L Alexanderson and J Pedersen, George Pólya : his life and work ( Hungarian ) , Mat. Lapok 33 (4) (1982 / 86) , 225 - 233 .
• R P Boas, Selected topics from Pólya's work in complex analysis, Math. Mag. 60 (5) (1987) , 271 - 274 .
• R P Boas, Pólya's work in analysis, Bull. London Math. Soc. 19 (6) (1987) , 576 - 583 .
• H Cartan, La vie et l'oeuvre de George Pólya, C. R. Acad. Sci. Sér. Gén. Vie Sci. 3 (6) (1986) , 619 - 620 .
• K L Chung, Pólya's work in probability, Bull. London Math. Soc. 19 (6) (1987) , 570 - 576 .
• F Harary, Homage to George Pólya, J. Graph. Theory 1 (4) (1977) , 289 - 290 .
• P Hilton and J Pedersen, The Euler characteristic and Pólya's dream, Amer. Math. Monthly 103 (2) (1996) , 121 - 131 .
• J-P Kahane, The grand figure of George Pólya ( Czech ) , Pokroky Mat. Fyz. Astronom. 35 (4) (1990) , 177 - 191 .
• J Kilpatrick, George Pólya's influence on mathematics education, Math. Mag. 60 (5) (1987) , 299 - 300 .
• D H Lehmer, Comments on number theory, Bull. London Math. Soc. 19 (6) (1987) , 584 - 585 .
• A Pfluger, George Pólya, J. Graph Theory 1 (4) (1977) , 291 - 294 .
• R C Read, Pólya's theorem and its progeny, Math. Mag. 60 (5) (1987) , 275 - 282 .
• R C Read, Pólya's enumeration theorem, Bull. London Math. Soc. 19 (6) (1987) , 588 - 590 .
• P C Rosenbloom, Studying under Pólya and Szegö at Stanford, in A century of mathematics in America II ( Providence, RI, 1989) , 279 - 281 .
• D Schattschneider, The Pólya-Escher connection, Math. Mag. 60 (5) (1987) , 293 - 298 .
• D Schattschneider, Pólya's geometry, Bull. London Math. Soc. 19 (6) (1987) , 585 - 588 .
• M M Schiffer, George Pólya (1887 - 1985) , Math. Mag. 60 (5) (1987) , 268 - 270 .
• M M Schiffer, Pólya's contributions in mathematical physics, Bull. London Math. Soc. 19 (6) (1987) , 591 - 594 .
• A H Schoenfeld, Pólya, problem solving, and education, Math. Mag. 60 (5) (1987) , 283 - 291 .
• A H Schoenfeld, George Pólya and mathematicvs education, Bull. London Math. Soc. 19 (6) (1987) , 594 - 596 .
• Y S Tseng, On Pólya's Mathematical discovery ( Chinese ) , J. Math. Res. Exposition 3 (1) (1983) , 213 - 216 .
• Y S Tseng, Correction: 'On Pólya's Mathematical discovery' ( Chinese ) , J. Math. Res. Exposition 3 (2) (1983) , 22 .
• A A Wieschenberg, A conversation with George Pólya, Math. Mag. 60 (5) (1987) , 265 - 268 .
• I M Yaglom, George Pólya ( on the 100 th anniversary of his birth ) ( Russian ) , Mat. v Shkole (3) (1988) , 67 - 70 .

Additional Resources ( show )

Other pages about George Pólya:

• Pólya on Fejér
• Pólya and Szegö's Problems and Theorems in Analysis
• Hardy's reference for Pólya at ETH
• Some of Pólya's favourite quotes
• Preface to Pólya's How to solve it
• Heinz Klaus Strick biography

Other websites about George Pólya:

• Australia Mathematics Trust
• Mathematical Genealogy Project
• MathSciNet Author profile
• zbMATH entry

Honours ( show )

Honours awarded to George Pólya

• LMS Honorary Member 1956
• Popular biographies list Number 44

Cross-references ( show )

• Societies: Canadian Mathematical Society
• Societies: Society for Industrial and Applied Mathematics
• Societies: Zurich Scientific Research Society
• Other: 1936 ICM - Oslo
• Other: 2009 Most popular biographies
• Other: Earliest Known Uses of Some of the Words of Mathematics (C)
• Other: Earliest Known Uses of Some of the Words of Mathematics (E)
• Other: Earliest Known Uses of Some of the Words of Mathematics (M)
• Other: Earliest Known Uses of Some of the Words of Mathematics (P)
• Other: Earliest Uses of Symbols of Number Theory
• Other: London Learned Societies
• Other: Most popular biographies – 2024
• Other: Popular biographies 2018

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April 19, 2023 3-5-operations-and-algebraic-thinking , k-2-operations-and-algebraic-thinking , 6-8-expressions-and-equations

Polya’s problem-solving process: finding unknowns elementary & middle school, by: jeff todd.

In this article, we'll explore how a focus on finding “unknowns” in math will lead to active problem-solving strategies for Kindergarten to Grade 8 classrooms. Through the lens of George Polya and his four-step problem-solving heuristic, I will discuss how you can apply the concept of finding unknowns to your classroom. Plus, download my Finding Unknowns in Elementary and Middle School Math Classes Tip Sheet .

It is unfortunate that in the United States mathematics has a reputation for being dry and uninteresting. I hear this more from adults than I do from children—in fact, I find that children are naturally curious about how math works and how it relates to the world around them. It is from adults that they get the idea that math is dry, boring, and unrelated to their lives. Despite what children may or may not hear about math, I focus on making instruction exciting and showing my students that math applicable to their lives.

Problem solving is a fundamental means of developing students' mathematical knowledge and it also shows them that math concepts apply to real-world concepts.

Problem solving is one way I show my students that math relates to their lives! Problem solving is a fundamental means of developing students' mathematical knowledge and it also shows them that math concepts apply to real-world concepts.

Who Is George Polya?

George Polya was a European-born scholar and mathematician who moved to the U.S in 1940, to work at Stanford University. When considering the his classroom experience of teaching mathematics, he noticed that students were not presented with a view of mathematics that excited and energized them. I know that I have felt this way many times in my teaching career and have often asked: How can I make this more engaging and yet still maintain rigor?

Polya suggested that math should be presented in the light of being able to solve problems. His 1944 book,  How to Solve It  contains his famous four-step problem solving heuristic. Polya suggests that by presenting mathematical thinking as a way to find “unknowns,” it becomes more engaging for students.

He even goes as far as to say that his general four-step problem-solving heuristic can be applied to any field of human endeavor—to any opportunity where a problem exists.

Polya suggested that math should be presented in the light of being able to solve problems...that by presenting mathematical thinking as a way to find “unknowns,” it becomes more engaging for students.

Polya specifically wrote about problem-solving at the high school mathematics level. For those of us teaching students in the elementary and middle school levels, finding ways to apply Polya’s problem-solving process as he intended forces us to rethink the way we teach.

Particularly in the lower grade levels, finding “unknowns” can be relegated to prealgebra and algebra courses in the later grades. Nonetheless, today’s standards call for algebra and algebraic thinking at early grade levels. The  download  for today’s post presents one way you can find unknowns at each grade level.

Presenting Mathematics  As A Way To Find "Unknowns" In Real-Life Situations

I would like to share a conversation I had recently with my friend Stu. I have been spending my summers volunteering for a charitable organization in Central America that provides medical services for the poor, runs ESL classes, and operates a Pre-K to Grade 6 school. We were talking about the kind of professional development that I might provide the teachers, and he was intrigued by the thought that we could connect mathematical topics to real life. We specifically talked about the fact that he remembers little or nothing about how to find the area of a figure and never learned in school why it might be important to know about area. Math was presented to him as a set of rules and procedures rather than as a way to find unknowns in real-life situations.

That’s what I am talking about here, and it’s what I believe Polya was talking about. How can we create classrooms where students are able to use their mathematical knowledge to solve problems, whether real-life or purely mathematical?

As Polya noted, there are two ways that mathematics can be presented, either as deductive system of rules and procedures or as an inductive method of making mathematics. Both ways of thinking about mathematics have endured through the centuries, but at least in American education, there has been an emphasis on a procedural approach to math. Polya noticed this in the 1940s, and I think that although we have made progress, there is still an over-emphasis on skill and procedure at the expense of problem-solving and application.

I recently reread Polya’s book. I can’t say that it is an “easy” read, but I would say that it was valuable for me to revisit his own words in order to be sure I understood what he was advocating. As a result, I made the following outline of his problem-solving process and the questions he suggests we use with students.

Polya's Problem-Solving Process

1. understand the problem, and desiring the solution .

• Restate the problem
• Identify the principal parts of the problem
• Essential questions
• What is unknown?
• What data are available?
• What is the condition?

2. Devising a Problem-Solving Plan 

• Look at the unknown and try to think of a familiar problem having the same or similar unknown
• Here is a problem related to yours and solved before. Can you use it?
• Can you restate the problem?
• Did you use all the data?
• Did you use the whole condition?

3. Carrying Out the Problem-Solving Plan 

• Can you see that each step is correct?
• Can you prove that each step is correct?

4. Looking Back

• Can you check the result?
• Can you check the argument?
• Can you derive the result differently?
• Can you see the result in a glance?
• Can you use the result, or the method, for some other problem?

Polya's Suggestions For Helping Students Solve Problems

I also found four suggestions from Polya about what teachers can do to help students solve problems:

Suggestion One In order for students to understand the problem, the teacher must focus on fostering in students the desire to find a solution. Absent this motivation, it will always be a fight to get students to solve problems when they are not sure what to do.

Suggestion Two A second key feature of this first phase of problem-solving is giving students strategies forgetting acquainted with problems.

Suggestion Three Another suggestion is that teachers should help students learn strategies to be able to work toward a better understanding of any problem through experimentation.

Suggestion Four Finally, when students are not sure how to solve a problem, they need strategies to “hunt for the helpful idea.”

Whether you are thinking of problem-solving in a traditional sense (solving computational problems and geometric proofs, as illustrated in Polya’s book) or you are thinking of the kind of problem-solving students can do through STEAM activities, I can’t help but hear echoes of Polya in Standard for Math Practice 1: Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary.

In Conclusion

We all know we should be fostering students’ problem-solving ability in our math classes. Polya’s focus on “finding unknowns” in math has wide applicability to problems whether they are purely mathematical or more general.

Grab my  download  and start  applying Polya’s Four-Step Problem-Solving Process in the lower grades!

What is Polya’s method of problem solving?

Nearly 100 years ago, a man named George Polya designed a four-step method to solve all kinds of problems: Understand the problem, make a plan, execute the plan, and look back and reflect. Because the method is simple and generalizes well, it has become a classic method for solving problems.

What are the 4 problem solving methods?

• Rubber duck problem solving.
• Lateral thinking.
• Trial and error.
• The 5 Whys.

What is Polya’s third step in the problem solving process?

Third. Carry out your plan. Carrying out your plan of the solution, check each step. Can you see clearly that the step is correct?

What is the part of Polya’s four step strategy is often overlooked?

Understand the Problem. This part of Polya’s four-step strategy is often overlooked. You must have a clear understanding of the problem. To help you focus on understanding the problem, consider the following questions: • • • • • Can you restate the problem in your own words?

What are the 5 problem-solving methods?

• Step 1: Identify the Problem.
• Step 2: Generate potential solutions.
• Step 3: Choose one solution.
• Step 4: Implement the solution you’ve chosen.
• Step 5: Evaluate results.
• Next Steps.

What is the best problem-solving method Why?

One of the most effective ways to solve any problem is a brainstorming session. The gist of it is to generate as many ideas as you can and in the process, come up with a way to remove a problem.

What are the 7 steps of problem-solving?

• 7 Steps for Effective Problem Solving.
• Step 1: Identifying the Problem.
• Step 2: Defining Goals.
• Step 3: Brainstorming.
• Step 4: Assessing Alternatives.
• Step 5: Choosing the Solution.
• Step 6: Active Execution of the Chosen Solution.
• Step 7: Evaluation.

What are the 3 types of problem-solving?

• Social sensitive thinking.
• Logical thinking.
• Intuitive thinking.
• Practical thinking.

What are the 3 stages of problem-solving?

A few months ago, I produced a video describing this the three stages of the problem-solving cycle: Understand, Strategize, and Implement. That is, we must first understand the problem, then we think of strategies that might help solve the problem, and finally we implement those strategies and see where they lead us.

What are the three problem-solving techniques?

• Trial and Error.
• Difference Reduction.
• Means-End Analysis.
• Working Backwards.

Who is the father of problem-solving method?

George Polya, known as the father of modern problem solving, did extensive studies and wrote numerous mathematical papers and three books about problem solving.

What are the examples of problem-solving strategies?

• Guess (includes guess and check, guess and improve)
• Act It Out (act it out and use equipment)
• Draw (this includes drawing pictures and diagrams)
• Make a List (includes making a table)
• Think (includes using skills you know already)

Which step of Polya’s problem-solving strategy where you can freely state the problems in your own word?

The first step of Polya’s Process is to Understand the Problem. Some ways to tell if you really understand what is being asked is to: State the problem in your own words.

Which method is also known as problem-solving method?

Brainstorming and team problem-solving techniques are both useful tools in this stage of problem solving. Many alternative solutions to the problem should be generated before final evaluation.

What is the 5 step approach?

Step 1: Identify the problem. Step 2: Review the evidence. Step 3: Draw a logic model. Step 4: Monitor your logic model. Step 5: Evaluate the logic model.

What is the problem-solving approach?

A problem-solving approach is a technique people use to better understand the problems they face and to develop optimal solutions. They empower people to devise more innovative solutions by helping them overcome old or binary ways of thinking.

What is another term for problem solving?

synonyms for problem-solving Compare Synonyms. analytical. investigative. inquiring. rational.

How many tools are used for problem solving?

The problem solving tools include three unique categories: problem solving diagrams, problem solving mind maps, and problem solving software solutions. They include: Fishbone diagrams. Flowcharts.

What are the stages of problem solving?

• Step 1: Define the Problem. What is the problem?
• Step 2: Clarify the Problem.
• Step 3: Define the Goals.
• Step 4: Identify Root Cause of the Problem.
• Step 5: Develop Action Plan.
• Step 6: Execute Action Plan.
• Step 7: Evaluate the Results.
• Step 8: Continuously Improve.

How do you teach problem solving?

• Model a useful problem-solving method. Problem solving can be difficult and sometimes tedious.
• Teach within a specific context.
• Help students understand the problem.
• Take enough time.
• Ask questions and make suggestions.
• Link errors to misconceptions.

What are the 4 common barriers to problem-solving?

Some barriers do not prevent us from finding a solution, but do prevent us from finding the most efficient solution. Four of the most common processes and factors are mental set, functional fixedness, unnecessary constraints and irrelevant information.

Why is Polya the father of problem-solving?

Pólya is considered the father of mathematical problem-solving in the 20th century. It was his constant refrain that problem-solving was not some innate special ability but can actually be taught to anyone.

What is George Polya known for?

He was regarded as the father of the modern emphasis in math education on problem solving. A leading research mathematician of his time, Dr. Polya made seminal contributions to probability, combinatorial theory and conflict analysis. His work on random walk and his famous enumeration theorem have been widely applied.

What is the most difficult part of solving a problem?

Contrary to what many people think, the hardest step in problem solving is not coming up with a solution, or even sustaining the gains that are made. It is identifying the problem in the first place.

What are 10 problem-solving strategies?

• Guess and check.
• Make a table or chart.
• Draw a picture or diagram.
• Act out the problem.
• Find a pattern or use a rule.
• Check for relevant or irrelevant information.
• Find smaller parts of a large problem.
• Make an organized list.

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Analysis of problem-solving skills with Polya's steps in solving numeracy problems in class VIII junior high school in terms of gender differences

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Shafira Ramadhani , Adi Nurcahyo , Nuraini Kasman , Hardianti , Jamaluddin Ahmad; Analysis of problem-solving skills with Polya's steps in solving numeracy problems in class VIII junior high school in terms of gender differences. AIP Conf. Proc. 17 January 2024; 2926 (1): 020045. https://doi.org/10.1063/5.0183389

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The purpose of the study is to describe students' problem-solving skills in solving numeracy problems in relation and function materials using Polya steps based on gender. Types of research using qualitative. Data collection techniques using written tests, interviews, and documentation. The subjects of this study were 30 class VIII students at SMP Negeri 2 Banyudono. Indicators of problem-solving skills based on Polya's four steps. The results of the study showed that female students were superior with an average score of 62.91 while male students with an average of 55.67. Problem-solving skills at the step of understanding the problem female students can write down information that is known and asked on the question even though it is not complete, male students mostly do not write down important information on the questions. In the second step, developing a plan, students can use important information on the questions to help solve problems, but there are still shortcomings. In the third step, implementing the plan students are able and able to answer the questions asked even though there are still shortcomings. The last step, re-examining students, there are still many who do not confirm whether the answer has answered the question on the question or not, but students can make conclusions about each question.

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2.1: George Polya's Four Step Problem Solving Process

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Step 1: Understand the Problem

• Do you understand all the words?
• Can you restate the problem in your own words?
• Do you know what is given?
• Do you know what the goal is?
• Is there enough information?
• Is there extraneous information?
• Is this problem similar to another problem you have solved?

Step 2: Devise a Plan: Below are some strategies one might use to solve a problem. Can one (or more) of the following strategies be used? (A strategy is defined as an artful means to an end.)