The Use of Problem Solving Strategies in Teaching Mathematics

Abstract

A review of the research literature suggests that teachers need to provide students with engaging problems, facilitate their discovery of analysis methods, and encourage classroom discussion and presentation of their approaches to solving problems. Two separate studies compared differences in mathematics test scores involving students randomly assigned to experimental and control conditions using a causal-comparative design. The results from both studies indicated that mathematics test scores were significantly higher for the groups of students who learned problem solving strategies. Confidence intervals, effect sizes, and bootstrap estimates are reported.