This article, Problem Solving is More Than Solving Problems, is about one teacher's concept of how math word problems should be thought out. In this article, the teacher takes the reader through a step-by-step process of the technique. It is really quite interesting to see how it is done. She says that it all started the first couple weeks of the year. Her students wanted her to show them how to solve all problems.
Her first set of goals focused on helping her students learn what tools were available for the mathematical problems they encounter. She introduces a wide variety of problems that facilitate the use of multiple strategies, manipulatives, and calculators. At the beginning of the year, she starts with a problem that is easy to understand and that can be approached in various ways. She recommends that the process be done in a very specific way.
She recommends that the students read the problem in a number of different ways. First she reads the problem aloud with the whole group. Then they read it again and have certain groups read alternate sentences to help students interpret the problem in a variety of ways. This step leads into a brainstorming activity in which students offer what they believe is important information in the problem. After a few minutes of brainstorming, student will work in small groups of three or four to generate strategies that can be used to solve the problem. They carry out their methods until the group members are satisfied with their solution or all agree that no solution is possible. After the students have had sufficient time to agree on an interpretation, a method, and a solution for the problem, the groups get back into a large group to share their results. The insightful discussions usually take place here. As they are sharing, the teacher keeps track of the strategies used by the groups and their solutions and asks questions that require students to reconsider their solutions or their methods for solving the problem.
