The Feasibility of a Problem-solving Model in a Grade 4 Mathematics Classroom

Abstract

The development of a problem-solving model was investigated in a Grade 4 mathematics classroom. The learners completed a questionnaire with respect to their knowledge of problem-solving, their attitudes towards problem-solving, as well as their experiences in solving mathematical problems. Learners’ responses revealed overall negative beliefs regarding problem-solving as well as a lack of knowledge about what problem-solving in mathematics is all about. The teacher then involved the learners in a structured learning programme where they worked in cooperative groups of six on different kinds of mathematical problems. The groups regularly engaged in discussions about the different strategies they were using to solve a specific problem and eventually succeeded in formulating a generic problem-solving model they could call their own. The model was then effectively used by learners to solve various mathematical problems, reflecting their levels of cognitive development to a certain extent.