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Teaching mathematics to students at the elementary level needs logical thinking, the students have to be encouraged to study hard to improve solving skills. The objective of this study is to improve the learner's problem solving skill in mathematics 2. This research aims to find out how the implementation of the visualize, represent and solve problem technique as teaching strategy to improve the learner's problem solving skill. The respondents of the study were purposively selected which composed of thirty (30) students in La Concepcion College in the Schools Division of San Jose Del Monte, Bulacan. Moreover, having conducted the pretest and posttest, the researcher found out that students were able to solve math problem more effectively. The study revealed that there is a significant difference between the pretest and posttest scores of the students in the utilization of visualize, represent and solve problem technique as teaching strategy to improve the learner's problem solving skill in mathematics 2.

Teaching mathematics to students at the elementary level needs logical thinking, the students have to be encouraged to study hard to improve solving skills. The objective of this study is to improve the learner's problem solving skill in mathematics 2. This research aims to find out how the implementation of the visualize, represent and solve problem technique as teaching strategy to improve the learner's problem solving skill. The respondents of the study were purposively selected which composed of thirty (30) students in La Concepcion College in the Schools Division of San Jose Del Monte, Bulacan. Moreover, having conducted the pretest and posttest, the researcher found out that students were able to solve math problem more effectively. The study revealed that there is a significant difference between the pretest and posttest scores of the students in the utilization of visualize, represent and solve problem technique as teaching strategy to improve the learner's problem solving skill in mathematics 2.

Improving problem solving abilities among students remain to be a challenge among teachers and students. This study aimed to identify problem solving ability of first year students as affected by cognitive development levels and teaching strategies of first year high school students in Mathematics I. The study utilized descriptive and experimental methods. A total of 150 students from three classes in a public secondary school in Central Luzon, Philippines were included. Tools were validated questionnaires to measure problem solving abilities and cognitive development levels. Data were analyzed using frequency, percentage, Mean, Standard Deviation, T-Test, ANOVA, and Regression Analysis. Results showed that the cognitive level of development of the students are satisfactory across all domains (X=2.81). Discovery, Exposition, and Traditional Methods of Teaching were found to significantly improve the problem solving ability of the students with a p-value of 0.000 in each group. All groups have no significant difference in performance which may imply that no teaching method is better than the other. Lastly, cognitive domains of the students in knowledge, comprehension, application and evaluation were found to be significant determinants of students' problem solving ability. The study results can be a springboard to improve problem solving abilities of high school students. Cognitive development could be considered as a basis for grouping high school students in all curriculum levels and can be evaluated by future researchers for effectiveness.

This is one of a series that is a collection of translations from the extensive Soviet literature of the past 25 years on research in the psychology of mathematics instruction. It also includes works on methods of teaching mathematics directly influenced by the psychological research. Selected papers and books considered to be of value to the American mathematics educator have been translated from the Russian and appear in this series for the first time in English. The aim of this series is to acquaint mathematics educators and teachers with directions, ideas, and accomplishments in the psychology of mathematical instruction in the Soviet Union. This volume differs from the others in the series in that the entire volume records the search for a method of problem-solving instruction based on the analytic-synthetic nature of the problem-solving process. In this work, Kalmykova traces the history of the use of the analytic and synthetic methods in her country, explores elementary classroom situations involving teachers who had various degrees of success in problem-solving instruction, makes hypotheses regarding the use of certain techniques, and concludes with suggestions for "productive" methods to be used in the classroom. (Author/MK)

In this study, a researcher-teacher examined seventh-graders' experiences with a problem-centered curriculum and pedagogy. Analyses of interviews, surveys, teaching journal entries, and audio recordings focused on differences between lower- and higher-socioeconomic status (SES) students' reactions to learning mathematics through problem solving. While higher-SES students displayed confidence and solved problems with an eye toward the intended mathematical ideas, the lower-SES students preferred more external direction and sometimes approached problems in a way that allowed them to miss their intended mathematical point. The lower-SES students more often became "stuck" in the open and contextualized nature of the problems. An examination of sociological literature revealed ways in which these patterns in the data could be related to more than individual differences in temperament or achievement between the children. This study suggests that class cultural differences could relate to students' approaches to learning mathematics through solving open, contextualized problems. This paper discusses equity-related challenges to be faced as well as interventions that could be helpful in our attempts to center mathematics instruction around problem solving. Contains 32 references. (Author)

Despite a great deal of research on the benefits of writing in mathematics, writing plays a minimal role, if any, in secondary and tertiary mathematics education. In order for teachers to use writing in their classrooms, they themselves have to experience writing mathematics within the teacher education programme. The present paper reports on a study aimed at addressing this gap. In a problem-solving seminar, preservice teachers had an opportunity to experience writing in mathematics and report how this affected their problem-solving processes and shaped their attitudes towards incorporating writing in their classrooms. In order to provide a more detailed description of the phenomenon, four participants were chosen based on their beliefs about mathematics. All of the participants struggled with writing their explanations. Those who used writing as a method to support metacognitive processes while exploring mathematics tended to respond positively to the writing process. The others used writing merely as a method to produce a formal document to be evaluated by the instructor. Consequently, those who viewed writing and doing mathematics as an intertwined process expressed a positive attitude towards using writing in their mathematics classroom. This was, unfortunately, not the case when writing and doing mathematics were seen as two separate processes. Implications for teacher education programmes are presented at the end of the report.

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