The impact of applying problems solving in Approach in the development

of secondary school student performance in Saudi Arabia

Problem solving simply refers to the set of processes that are carried out in

order to come up with solutions for a given problem. The problem is first

defined, analyzed and the possible solutions to the problem brought forward.

Problem solving is considered as an area of cognitive psychology. Kepner-

Tregoe (1958) suggests in their Problem Solving and Decision Making

(PSDM), that problem solving starts with defining the problem, describing it,

establishing possible causes, testing the most probable cause and verifying the

most probable cause, a process they called System Analysis. In the first step,

defining the problem, the management team cannot fail to define the problem as

failing to understand the problem results in wasting valuable time.

Inexperienced troubleshooters see this step as time a waste and this leads to

poor judgment and therefore incompetence. A good definition should have

sufficient information in order to bring forward a good focus, viewpoint,

purpose and object. In the second step the problem should be described on the

criteria of where and when. The problems that could be but are not are

highlighted in this step. After the problem is described the next step is

establishing its possible causes after which the most probable of them is

identified and the last step is verifying the most probable cause.
 Problem solving refers refer to the steps used by people in order to adapt

to both external and internal problems that need decision making (Heppner &

Krauskopf1987). Heppner explains that people’s view and attitudes as problem

solvers is largely related to their problem-solving techniques, how they perceive

challenges and their degree of anxiety. According to him problem-solving skills

can be enhanced through training. Heppner even came up with The PSI

(Problem Solving Inventory) as a way of quantifying how people associate with

their problem solving capability and this model has three determinants;

Confidence, Individual control and Approach style.

Problem solving according to D’zurilla & Goldfried (1971) refers to a

cognitive process that avails various response alternatives for dealing with

problematic situations and increases the chances of choosing the most efficient

alternative. He identified a process for solving problems that consists of the set,

definition of the problem, available alternatives, decision-making and

verification as the main steps. According to him good problem-solvers have a

variety of skills which include: Identifying problematic situations, coming up

with many possible courses of action, planning and an coming up with the

future challenges and advantages of the chosen alternative. A motivational fact

on a certain alternative should also be identified.

Role and importance in mathematics education

Problem-solving is very essential in mathematics education. It is the basic

component to achieving the school level. A problem that has been presented can

only be solved if skills on have been developed and this is more rewarding than

teaching the skills without context. However, for this an approach to solving

the problem must first be put forward. This kind of teaching is motivating to

especially to the learning of new mathematical concepts (Stanbic &

Kilpatrick,1989). Using problem-solving forms a simulation of real life and this

makes it easier for students to relate to. It also helps in adapting to unforeseen

changes and problems in students. Using problem-solving to teach mathematics

gives students a more vivid view on mathematics’ power in the surrounding

world.

Resnick (1987), contributes that use of problem-solving as an approach in

teaching mathematics, enhances the practical use and helps them to adapt in the

instance of for example technology breakdown. Resnick believed that molding

adaptive learners who can work in changing environments.

Problem-solving contribute in a major way to mathematics as it helps students

to think in a logical way, be responsible for their personal learning and also to

create their own ideas. It gives them necessary knowledge to deal with new

situations. Teachers are therefore faced with the challenge to develop this kind

of thinking in their students.

Problems involved
Knowledge is gained by active participation of the learner and is adaptive.

Some of the common problems include how students use unitizing in

construction of operations, how teachers relate teaching to a scientific

investigation, how to come up with explanatory models in making teaching

more of a scientific investigation, how students learning can be constituted as a

spontaneous activity. Teachers are also faced by the challenge of curbing

negative attitudes towards mathematics that is very common in students.

Developing problem solving

When solving mathematical problems a procedure is very important. A

procedure is basically composed of four steps which are planning,

understanding, trying and looking back. The first step is understanding, and here

the problem is read and re-read to determine what is to be done. The condition,

data and the unknown should be well understood. The second step after

understanding is planning which is done with respect to past experiences

regarding problems like the one being solved. The information provided as

understood is then considered for strategies to be used. This is then followed by

attempting the question after a plan is put forward. It is then looked at to see

whether correctness can be determined but proving can also be done. After this

has been done and the answer found, the problem is revisited to determine if the

problem has been solved or something was not put into consideration. If

something has been missed the plan is revisited and the problem attempted

again.
Research shows that students’ problem solving skills cannot be developed

by just solving problems but by developing some specific skills. There is a

big difference between how amateurs and professionals handle problem-solving

(Glasser & Rees,1982). It is the teacher’s responsibility to ensure that students

learn good problem-solving skills in order to develop their problem solving

capabilities. Common approaches to help attain these are, comparing problems

and strategies, valuing the process, analyzing and integrating skills, evaluating

them and providing alternative ways. In comparing problems students should be

given morale to look at similarities of different problems that they have had

before. This can be done for example by giving students simple problems that

gradually transform into more complex ones. In comparing strategies, students

should be encouraged to look for different ways to solve problems and helped

comprehend how and why those strategies work while others do not. Process

valuation is another important approach where problem-solving is practiced as a

teaching method to increase student concern and give them a chance to

contribute ideas. Analyzing and integrating skills is also important as it

includes organizing the gathered information in a systematic way. Alternative

way of looking at things includes identifying ideas from previous sessions and

look out for student behaviors as seen by Willams (1990) which includes

flexibility, originality, fluency, complexity, curiosity and imagination.

Research shows teachers become better teachers of problem-solving by

communicating their excitement about their topic of teaching for example

mathematics, providing real life examples of mathematical problems,

encouraging the students’ mathematical self-esteem, being consistent in

modeling mathematics as inquiry and connecting the students to the world of

professional mathematics .

References

D’zurilla & Goldfried (1971) Social problem solving

Heppner & Krauskopf (1987) Personal problem solving.

Stanovich, K. E., & Cunningham, A. E. (1991).. In R. J. Sternberg & P. A.

Frensch (Eds.), Complex problem solving
Kepner-Tregoe (1958) problem solving and decision making
Anderson, G. (1998). Fundamentals of educational research

Willams (1990)

(Glasser & Rees,1982)

Resnick (1987)

Stanbic & Kilpatrick(1989)

E. Reys (Eds.), Problem solving in school mathematics 1980 yearbook:

Stanovich &Cunningham(1991) Reading as constrained reasoning

Goldstein F.C & Levin H.S (1987)