What is problem solving?
In this section, three people who have been closely involved in the development of the problem solving outcome in schools discuss their vision for problem solving and point to good practice. In addition, several teachers talk about the beneficial and sometimes unexpected outcomes of problem solving programmes. It is hoped that the video clips and commentaries will encourage schools to take a wide view of problem solving as offering opportunities for developing not only mathematical but also social, personal and cross-curricular skills.
Beneficial outcomes
Teachers discuss some of the important non-mathematical outcomes of problem solving programmes that they have observed among their pupils. These include positive ‘can-do’ attitudes and a range of social skills that enable pupils to work well in groups. These are the kind of attributes that will be useful to pupils throughout their lives and will be particularly valuable to future employers.
Expert views
Professor Lindsay Logan, emeritus professor of mathematics education at the University of Dundee, talks about important aspects of problem solving that transcend the usual strategy-focused definition.
Bob Barfoot, HMI with responsibility for mathematics teaching in the age-group 3-12 years, discusses three different types of problem solving behaviour and suggests that teachers should take these into consideration when planning their teaching.
Willie Magill, head of mathematics education in the Faculty of Education at the University of Glasgow, asks the question ‘What is problem solving?’ and discusses practical ways of building teachers’ confidence in the teaching of problem solving skills.
Cross-curricular
Kathleen Blacklaw, headteacher of Bishopmill Primary School, Fiona Hislop, headteacher of Airlie Primary School, and Robyn Robertson of Urafirth Primary School give their views on the cross-curricular nature of problem solving.