Synthesis

Problem solving has been seen by many experts as a higher order thinking skill. According to Mayer and Wittrock (2006) it involves four major cognitive processes: representing, where the student creates a cognitive representation of the problem; planning, which entails the student constructing a plan for solving the problem; executing, in which the plan is carried out; and self-regulating, where the effectiveness of the cognitive processing during problem solving is evaluated and adjusted by the student. However, little time is devoted to teaching students how to solve problems because of the time constraints brought on by having a ‘loaded’ curriculum and the number of standard tests and assessment being implemented by the Ministry of Education. This has led teachers to teach students to solve mathematical problems by copying standard solution methods provided by textbooks. The effect of this, according to Hassanabad (2012), is that students will have difficulty in solving problems. During the past decade, a number of researches have been undertaken to prove that there are traditional and non-traditional practices that are very effective in increasing students’ problem solving skills in higher grades, when employing the cognitive processes. A traditional practice highlighted is the use of manipulatives and   a non-traditional one is the integration of writing during problem solving. In their research article entitled ‘Integrating Writing into Mathematics Classroom to Increase Students’ Problem Solving Skills’, Ali Bicer, Robert Capraro and Mary Capraro claims that utilizing the writing process during problem solving, helped develop students’ problem solving skills. Catherine Kelly in her article ‘ Using Manipulatives in Mathematical Problem Solving: A Performance-Based Analysis’, explores how students use the traditional practice of manipulatives in problem solving and provides guidelines to effectively implement them.

Problem Solving strategies must be varied...