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Problem-solving allows students to develop understanding and explain the processes used to arrive at solutions, rather than remembering and applying a set of procedures.
This making sense of experience is an ongoing, recursive process.
We have known for a long time that reading is a complex problem-solving activity.
Through these social interactions, students feel that they can take risks, try new strategies, and give and receive feedback.
They learn cooperatively as they share a range of points of view or discuss ways of solving a problem.
The teacher’s role is to construct problems and present situations that provide a forum in which problem-solving can occur.
Our students live in an information and technology-based society where they need to be able to think critically about complex issues, and “analyze and think logically about new situations, devise unspecified solution procedures, and communicate their solution clearly and convincingly to others” (Baroody, 1998).
“A problem-solving curriculum, however, requires a different role from the teacher.
Rather than directing a lesson, the teacher needs to provide time for students to grapple with problems, search for strategies and solutions on their own, and learn to evaluate their own results.
It is through talking about problems and discussing their ideas that children construct knowledge and acquire the language to make sense of experiences.
Students acquire their understanding of mathematics and develop problem-solving skills as a result of solving problems, rather than being taught something directly (Hiebert1997).