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First, the student is taught a 7-step process for attacking a math word problem (cognitive strategy).Second, the instructor trains the student to use a three-part self-coaching routine for each of the seven problem-solving steps (metacognitive strategy). I will reread the problem if I don’t understand it.” Ask: “Now that I have read the problem, do I fully understand it” Check: “I understand the problem and will move forward.”Say: “I will highlight key words and phrases that relate to the problem question.” “I will restate the problem in my own words.” Ask: “Did I highlight the most important words or phrases in the problem” Check: “I found the key words or phrases that will help to solve the problem.”Say: “I will compute the answer to the problem.” Ask: “Does my answer sound right” “Is my answer close to my estimate” Check: “I carried out all of the operations in the correct order to solve this problem.”Students will benefit from close teacher support when learning to combine the 7-step cognitive strategy to attack math word problems with the iterative 3-step metacognitive Say-Ask-Check sequence.
Mathematics is now used to quantify numerically and spatially natural as well as man-made situations.
It is used to solve problems and with the advent of the computer technology, it has helped in making social, economical and technological advances that few decades ago would have been unthinkable.
Solving an advanced math problem independently requires the coordination of a number of complex skills.
The student must have the capacity to reliably implement the specific steps of a particular problem-solving process, or cognitive strategy.
Let’s say students must find the sum of 393 and 89.
Mathematical Problem Solving Strategies Excellent Essay Writing
They should quickly see that adding 7 onto 393 will equal 400 — an easier number to work with.
At least as important, though, is that the student must also possess the necessary metacognitive skills to analyze the problem, select an appropriate strategy to solve that problem from an array of possible alternatives, and monitor the problem-solving process to ensure that it is carried out correctly.
The following strategies combine both cognitive and metacognitive elements (Montague, 1992; Montague & Dietz, 2009).
If the instructors understanding of the process is limited, difficulties in teaching mathematical problem solving, will arise.
Hence the great need to understand these factors and skills if we want to help our students acquire this important process.