PROBLEM SOLVING: A PROCESS OR A PRODUCT? A MATHEMATICS PERSPECTIVE
Apostolos Giannakopoulos, Kakoma Luneta · Unisa Institutional Repository (University of South Africa) · 2015
Problem solving in any field is recognised as a prerequisite for any advancement in knowledge.In South Africa it is one of the seven critical outcomes (SAQA, 1997) while with the introduction of the Curriculum and Assessment Policy Statement (CAPS, 2011, p.5) it is stated that the learner should be able to " identify and solve problems and make decisions using critical and creative thinking.Problem solving is, to a greater or a lesser extent, in all fields, from symbols, to variables, to equations, to logic, to critical thinking.Therefore it stands to reason that mathematical principles and learning cannot be divorced from any field.Literature treats problem solving as a process.A number of problem solving models have been created from the simplest 5 step process of Polya (1973) to Sternberg (2002) more comprehensive model.However Giannakopoulos (2012) found that problem solving should also be treated as a product of a number of cognitive processes prerequisites to solve a problem.This paper will show that if problem solving is treated as a product as well it forces the solver to apply higher order thinking skills and thus understanding is promoted which increases the success in problem solving.