TOPIC 21

PROBLEM SOLVING
PROBLEM SOLVING. DIFFERENT CLASSES AND METHODS OF SOLUTION.
PLANNING, RESOURCE MANAGEMENT, REPRESENTATION, INTERPRETATION AND
EVALUATION OF THE RESULTS. EDUCATIONAL INTERVENTION STRATEGIES

INTRODUCTION:
The area of mathematics has a formative value aimed at the development of
skills and instrumental abilities that enhance and increase the
possibilities of knowledge, such as mental calculation, language, geometry, the
problem solving... These skills are acquired with the full development of the
mathematical competence, which is the ability to use and relate numbers,
its basic operations, the symbols and the forms of expression and reasoning
mathematician, both to produce and interpret different types of information, as
to broaden the understanding of quantitative and spatial aspects of reality, and
to solve problems related to everyday life, thus favoring the
effective participation in social life.

This is why mathematics constitutes an important field that favors the

cognitive development of students, helping their thinking to evolve,
improve their reasoning by making a significant contribution to intellectual training
They allow for structural knowledge obtained from reality.
analyze it and achieve new information to understand it better, evaluate it and take
Decisions. They are necessary in everyday life, to learn how to learn since the use
of its tools allows addressing a wide variety of situations.

As we see, mathematics is much more than just doing calculations and

working with numbers or geometric shapes; what they really are is a great
tool for our lives and that is the objective of its study, which is why not
we must separate them from real learning contexts.

Problem solving is one of the quintessential mathematical activities, a

priority content within the area of mathematics. The resolution processes of
problems must be the main source and support of mathematics learning
throughout Primary Education and this is reflected in the curriculum, dedicating it to the
First block of content, which will serve as the basis for the rest. This is due to the fact that in this
the process requires and uses many of the basic abilities (to read
comprehensively, reflect, establish a work plan, modify it and evaluate it,
check the results...) and in addition, it can integrate a multitude of contents
of the area. But in the end, what is important about problem solving is the process
1
more than the outcome, the ability to implement a plan and develop it further
that the handling of concrete operations, and without a doubt, the ability to carry these
methods, these processes to real life to resolve problems of situations
daily. In summary, it is to provide our students with the possibility of making themselves
with appropriate thinking habits for mathematical problem solving
and not mathematicians.

1. PROBLEM SOLVING

1.1. Definition of problem.

A problem is a process by which we start from known data or situations and
we try to reach some kind of result, conclusion, or solution without knowing which of
the arguments will lead us to the correct conclusion.

For Kantowski, a task is a problem if it 'involves a question that is not known.

to respond to a situation that is unable to be resolved using the knowledge that
are immediately available." A wide range of possibilities opens up for
face the situation and we must discern which argument is the correct one, simple,
quick and useful.

In an exercise, which we distinguish from the problem, the way to face it is

previously established through some type of reasoning or algorithm that,
by following through, the solution will be reached. A simple exercise could be to calculate the root.
square of 65.61 where by following the algorithmic procedure one can arrive at the
solution 'almost without reasoning'. They are training activities, of mechanical application
of learned or memorized content or algorithms. One should not abuse their
realization, but rather carefully selecting those that prove most useful for
evaluate the degree of understanding of the concepts and the acquisition of algorithms
mathematical problems for students. A problem is a more laborious situation, filled with
reasoning.

2
 1.2. Historical view on problem solving
Since ancient times, guidelines have been attempted for teaching
resolution of any type of problem. Thus, the appearance of clay tablets,
documents and papyri of the main civilizations (Egyptian, Babylonian, etc.) us
and Clara knew that, at that time, they were trained in problem-solving.
On the other hand, we are aware of the emergence of schools, especially those of the great philosophers.
Athenians, where they were taught, among many other things, in problem-solving.
mathematicians.

In the 3rd century BC, Euclid of Alexandria recorded almost all knowledge.
mathematician of the time through propositions and demonstrations where it becomes evident
heuristic methods and techniques (deductive reasoning methods, inductive
reduction to absurdity...)

In the Middle Ages and in India, between the 5th and 7th centuries, a language develops.
symbolic. In the Middle Ages as well, in Europe, universities emerged where
They work on manuals already written in previous times in pursuit of resolution
practical problems.

In the Modern era, and especially during the Renaissance, thought resurges strongly
mathematical activity thanks to capitalism and the universalization of the system of
Hindu-Arabic numbering. The philosopher Descartes (16th century) believes he has discovered a
general method for solving any geometric problem and seeks to generalize
achieving all mathematical knowledge by seeking and dictating rules that allow for solving
and prove almost any problem or proposition.

Other great thinkers and mathematicians were Euler, J. L. Lagrange, B. Bolzano...

In the 20th century, in the field of problem-solving, the works of appeared

H. Poincare who dealt with the general methodology of science; and the writings of J.
Hadamard proposing a deeper scheme to explain the process of
mathematical creation. In 1945, the Hungarian mathematician and pedagogue, G. Polya writes the
book "How to Solve It", which along with another work lays the foundations of treatment and
analysis of problem-solving through models and heuristic techniques.

Inspired by the ideas of Polya and Hadamard, psychologists such as Shalon or Kantowski,
among others, they will be developing and clarifying modern models and techniques
problem-solving heuristics.

3
 1.3. Relevance and necessity of problem solving in the
Primary Education
Some authors have highlighted the role of problem-solving in the field of
mathematics in the following way:

Santaló comments that 'teaching mathematics must be equivalent to solving'

problems
Mr. de Guzmán speaks of what we should particularly provide for.
our students through mathematics is the possibility of getting
appropriate thinking habits for problem solving
mathematicians and non-mathematicians.

Problem-solving in mathematics involves, from the exclusive point of

view of mathematical contents:

Assimilation of the main mathematical contents and concepts.

Consolidation of basic mathematical skills and routines as processes of
calculation, abstraction, representation, generalization, symbolization…
Resolution of problematic mathematical situations.
Appreciation, valuation, and liking for mathematics.

Problem solving incorporates a huge amount of skills that are

necessary for personal development and coping with problems of the
daily life. Therefore, it develops and enhances, among others, the following aspects:

Creativity and imagination

Analyze situations, optimize, think and argue about known data
Think before you act.
Flexibility of thought
Create models and mental schemes.
Teamwork capability
Enjoyment for work and persistence in the task
Self-confidence
Capacity for logical reflection and deductive and inductive reasoning
Reading comprehension.

In the last point, educational intervention, we will see how the resolution is addressed.
of problems in the E.P. curriculum. Finally, to say that problem solving
It is the learning of a process that is not studied for its application in the
mathematics, if not for its application in life, to learn strategies of
problem solving in real life.

They are a great tool for the development and assessment of key competencies.

4
2. DIFFERENT CLASSES AND METHODS OF RESOLUTION.

2.1. Types of problems in Primary Education and criteria of

classification

2.1.1. Types of problems in E.P.

There are different types of problems in mathematics, just like different types of
reasoning to confront them. Among the most common types of problems in
primary we highlight:

Arithmetic problems: statement presents numerical data and relationships.

quantitative and its resolution requires the execution of operations
arithmetic. Measurement problems and issues related to the system are included here.
decimal metric.
Additive/summative problems: Include problems of adding and
subtract. The most well-known classification is the one proposed by Carpenter and
Monser, where problems are divided into four categories
semantics:
. Change: there is an initial amount and a direct action that causes
a variation of this amount (I have 2 apples, María gives me
3, how many do I have now?
. Combination: the problems of combining express the relationship
existing between a set and its two disjoint subsets (in
In a class there are 25 students. If 13 are boys, how many are girls?
. Comparison: They involve the comparison of two sets
different and disjoint (Carmen is 2 years old and Pilar is 4 years older than her.
How many does Pilar have?
. Equalization: Mix a comparison problem and one of
change (Pedro has 13 balls, Pablo has 6, and Carmen has as many as...
Pablo and Pedro, how many balls does Carmen have?

Multiplication/division problems: They are solved through a

multiplication or division, according to Peled and Nesher, are classified into three
types:
. Fair distribution: (After distributing a bag of candies
Among 18 students, 8 candies have corresponded to each one.
How many candies did the bag have?

5
 . Reason or rate: There is a simple and direct proportion between the
quantities (A building has 3 floors, on each floor live 6
people. How many people live in the building?
. Multiplicative comparison: Two collections in which the greater
they have an exact number of times to the least. (I have 12 cards
and my brother has twice as many as I do. How many cards does he have?

. Cartesian Products: Cartesian composition of two

collections. (Pepa has three pants and two blouses. How many
Can you dress differently on different days?
Combined problems: They combine several types of operations.

Problems of logical reasoning: (with or without verbal statement). Examples:

Inductive reasoning (e.g.: continue the series);
Analysis of propositions: precise use of language ('If I add two
odd numbers the result is even" true?).
Demonstrations and justifications.

Geometric problems: Geometric contents and concepts are worked on.

Problems of chance and probability: situations presented through records

in gambling, voting, real phenomena, frequencies, etc.

Manipulative problems (teaching material) (with or without verbal statement)

Construction and problems with structured educational material (strips,
abacuses, blocks, tangrams, mosaics, puzzles, etc.

Problems related to games and hobbies (with or without verbal statement). In its
development brings problems and mental exercises that favor the
application of mathematical knowledge, the search for strategies, stimulate
imagination and develop intelligence.
Individual or group games (cards, target shooting, skill, Bingos,
Board games, etc.
Logical-mathematical hobbies: cryptograms, magic squares,
enigmas, soups, etc.

Mathematical modeling problems: Real world problems (with or without

verbal statement). Situations of applying mathematics to reality such that
how they are presented (without preparation or structure) (e.g.: interpret and compare
prices and offers; read and interpret tables, contrast news, search
information, inquire and test (research problems), experiment,
etc.).

6
 2.1.2. Classification criteria for problems

Problems can be distinguished, among others, by:

The scope or environment in which they appear: school-related, non-school-related (everyday)
labor-related, etc.
Restructuring (if the information is organized or not, if it is explicit, accessible,
etc.): from nothing or poorly structured (like modeling problems
(real life situations) or games) to very structured (problems of
verbal statements with a unique solution (textbooks).
Presentation: with verbal statement or without verbal statement (problems
manipulative with a teaching material or a daily situation or a reflection
personal). Verbal statement problems can, in turn, be distinguished by:
Semantic structure: meanings associated with the context it refers to.
statement: change, combination, comparison, etc.
Syntactic structure: in the grammatical sense (verb, subject, etc.) and logical
of the statement.
Solution: unique, multiple, or no solution.
Resolution superprocess:
. Closed (determined and finite process) and open (process
indeterminate or indefinite or infinite (some problems of
research, group games)
. From one stage or several stages or from one or several operations
combined.

7
 2.2. Problem-solving models
For a substantial improvement in problem-solving, this activity must be
sequenced through a series of phases that mark the very diverse models of
resolution of existing problems.

J. Hadamard established more concise and revealing phases about the process that
It should continue to solve a problem. In summary, they are:

Documentation (inquire, read beforehand, listen...)

2) Preparation (carrying out a trial-and-error process on different avenues and
hypothesis
3) Incubation (changing activity and leaving the problem inactive for a while)
4) Lighting (appearance of the idea that can solve the problem)
5) Verification (the idea is carried out, contrasted, and checked)
6) Conclusion (The entire process is reformulated and expressed in a way that it can be
communicate correctly and orderly

Other models and their fundamental ideas are:

Schoenfeld Model: Analysis and understanding of the problem; Design and planning
the solution; Explore solutions; Verify the solutions.
Muller Model: Orientation; Preparation; Execution; Evaluation
Mason, Burton, and Stacey Method: It consists of three phases: Problem approach,
Attack (conjectures and justification) and Review of the above.
Polya's Model (in the next point we will explain it in depth)

They share many common characteristics in what we could call the phases.
general (problem introduction phase; exploratory phase; resolution phase of the
problem; and phase of problem review and conclusion.)

2.3. Polya's problem-solving model

One of the most popular and perhaps the most widespread among educators. The great advantage
its simplicity. Its downside is that it does not explicitly explain how to carry out
Each of its parts was covered. His teaching focused on the process of
discovery more than in developing appropriate exercises.

In order for students to learn to solve problems, we must dedicate

time to act as good problem solvers and make it explicit
thought processes that take place, so that they become aware of
they.

8
 We must provide them with situations so they can practice in the
mental processes involved in problem solving.

It will be important in class: an open disposition towards problems,

calmness, eliminating distracting elements, concentration on
statement and exchange of opinions. (Work environment).

The four phases consist of:

Understanding the problem involves assimilating what the objective of

problem, what data is given to us, etc.
Develop the strategy: It consists of outlining a plan to reach the solution.
of the problem. The relationships that exist between the data will be observed.
known and unknown; mathematical concepts will be investigated that
underlie the problem; there will be an inquiry into the type of calculations to
use; similar problems will be sought for comparison, consideration will be given to using
schemes...
Application of the strategy: It is the phase in which the plan is executed. They are going
performing all deductive and inductive reasoning along with the
calculations that lead to the results.
-Retrospective view. We must return to the statement and verify that the values
achieved satisfies all and every one of the conditions imposed by the
same.

2.4. Heuristics
Currently, 'heuristic' refers to the collection of mental operations that
we carry out when trying to solve a problem. Not exclusively operations
mathematics if not to all the convoluted ideas that circulate in the brain
when one wants to try to resolve a problematic situation. For example:

The sequenced mental models that are carried out to progress,

evolve or solve a task.
The mental process by which similar problems are sought.
The critical spirit when it comes to finding a solution and discerning whether
such a conclusion is possible and reliable.
The estimation of results a priori and in light of the known data.

They are a collection of logical and mathematical techniques in which one of them may
to approach the solution or to get closer to a known algorithm. The knowledge of
heuristic techniques will expand the range of problems solved.

9
 2.5. Difficulties in problem-solving. Heuristic guidelines.
in Polya's model.
In the realization model of a problem, conflicts and difficulties are created. It is
It is important that, when they appear, we can have a series of heuristic guidelines.
to be able to resolve them.

Considering Polya's model, we proceed to carefully observe the

difficulties that are commonly raised and some heuristic techniques that are used.

Phase 1: Understanding the problem

Among the most notable difficulties we have:
a. Lack of reading or oral comprehension
b. The problem is not familiar (the environment where the problem develops)
c. The problem is very difficult and creates blocks or very easy and does not create interest.

In the face of these difficulties, some heuristic techniques:

d. Look up the unknown words in the dictionary
e. To inform oneself about the context of the problem and its importance
f. To express in our own words what it consists of
g. Asking questions to detect the sought values
h. Graphically represent the problem
i. Search for similar problems

Phase 2: Develop the strategy

Difficulties:
a. Mental block: emotional or affective (no enjoyment in what is being done)
and the heuristic (heuristic techniques are not used or are not known)
b. There is a lack of prior knowledge

Heuristic techniques:
c. Start by solving a similar, easier problem
d. State the problem in a simpler way
e. Distinguish in the statement the data that are known, the data that are not.
but they are necessary and the values that will be the solution
f. Make diagrams, tables, drawings
g. Carry out experiments and examples of what is requested
h. Find the relationships between the data and solutions of the problem
i. Use an appropriate method of expression: verbal, algebraic, graphical...
j. Provide easier examples
If there are several ways to solve the problem, look for which one is the most
simple

10
 1. Break down the problem into smaller problems (simplify)
m. Start from the end (consider the problem resolved)

Phase 3: Application of the strategy

Difficulties:
a. Lack of mathematical skills and techniques: Numerical calculation,
operability with algebraic expressions, estimation of magnitudes...
b. Lack of assimilation of concepts
c. Lack of knowledge to solve the problem
Techniques:
d. Explain each step with a short but sufficiently detailed phrase.
explanatory
e. Verify each intermediate step
f. Marking in the statement the data used and observing its
utility
g. Do not give up in situations of overly laborious work unless
exceeds much of the usual time
h. Given the impossibility of resolution, go back to the previous phase

Phase 4: Retrospective View

Difficulties:
a. The student has no critical spirit
b. The student does not incorporate into their knowledge, the mechanisms of
solution to the problem and only judges the resolution of it as
a simple isolated task with exclusive reasoning and techniques and not
interesting for future problems
Techniques:
c. Always include the units of measurement associated with the magnitudes
intermediate and final calculated
d. In light of the found result, data and context of the problem, to consider
if it is logical
e. Check that the calculated intermediate and final data correspond.
f. Try to solve the problem in another way
g. Write statements of similar problems to the one solved and vary, if it is
possible, the unknown data

11
 2.6. Some classes and heuristic methods for solving
problems
Knowing and adding new techniques to those learned will provide the students with more.
possibilities for problem solving while increasing security and
self-esteem and stimulate the taste for mathematics. There are three groups of
fairly broad and well-defined heuristics that we can define as follows:

Generalization. It is about extracting a universal conclusion for any

situation based on the verification of the different possibilities and
regularities that we obtain through some examples. The search and
The exposition of the general law can be enhanced through systematic work.
how:
a. Make several different examples
b. Compare the results obtained based on the data used and
observe the regularities
c. Check the regularities found with new examples
more distant
d. State the general law symbolically, graphically or linguistically
e. To question whether the general law will always be upheld
Example: Calculate the central angle of a polygon. Taking a triangle and a
square is extracted that the angle is equal to 360º divided by the number of sides, by
what can be extracted is a general law.

Analogy. It is based on comparison. It is about searching for a model.

known that can be used for the new issue even if it is not
exactly the same. There will be a screening process beforehand.
In primary school, the search for model comparison is carried out through three
fundamental types: physical models (objects that allow us to solve the
easy way problem); graphs (drawings, diagrams that allow us to
resolution) and symbolic (symbols, nomenclature and languages that help us).
Example: I have three different shirts and three different pants. How many
What different ways can I dress? - A graphic diagram model is made of
tree, and it is resolved by graphic analogy: 3x3=9 different models

Particularization. The verification of a property, general law or

statement given from examples with objects, symbols... Two typical ones
strategies
a. Trial and error, for which tests are carried out to reach the solution.
or the sought property:

12
 i. By trial and error by chance, when there is no clear idea of
where we can find the solution and it is tested at random
until I find her.
ii. By systematic trial and error, when our choice is limited to
the possible cases that can occur.
iii. By trial and error, when our choice always takes
consider the possible cases and the previous elections of such
so we are narrowing down and maximizing the possibility of
find the solution.
b. Analysis of possibilities, through which all possibilities are explored
open meeting of the solution based on the conditions of the
problem.
Other modes: Start the exercise from the end (reasoning the operations to the
opposite of how we would do it if we went from the beginning to the end - subtract in
sum place, for example-); look for a similar or easier problem; divide the
problem into sub-problems (this strategy will only succeed if the sub-
The problems we pose are simple and affordable for us.

13
3. PLANNING, MANAGEMENTDE THE RESOURCES
REPRESENTATION, INTERPRETATION AND VALUATION OF THE
RESULTS
Four aspects are associated with the development of problem-solving.
complementary. planning, resource management, representation and
interpretation and evaluation of the results. The four are related to each other,
with resolution methods and common heuristic techniques. We must
teach to work with these four guidelines as they define the process, which is
more important than the result.

3.1. Planning
Set of abilities associated with the understanding of the situation presented for
organize, outline a plan, seek strategies and make decisions. It can be broken down into
four blocks:
1) Analysis of the available information: need, relevance, superfluous data,
important, are there missing data?, partial reasoning about the data. We can
distinguish here two parts:
Reflections on the possibilities of available information: how does it
Can they be combined? What relationships are there between them? Operations.
possible?, with meaning?, etc.
Reflections on the relationships between data and questions (analysis)
means-ends): how can we respond to what the problem asks with the
Information that we know?
2) Organization of available information: schemes and diagrams with data and
unknowns (what is known – what is not known).
3) Exploration (Schoenfeld techniques): capabilities associated with examining cases
particulars, examine equivalent problems, modify the problem.
4) Conceive and structure a resolution plan: reason with part of the data or
with all the information, anticipate possible outcomes, test strategies or
heuristics (auxiliary problems, analogous problems, backwards problems, etc.).

3.2. Resource management

The student must have a series of basic skills and prior knowledge to
to face the resolution of a problem and manage it well and in an organized manner
resources throughout the entire process and not just in the execution phase. Some of
These previous resources are: linguistic (grammatical, semantic, of
structure), mathematical (operations, symbols), strategic and heuristic (remember
a similar problem, verify, look for analogies, etc.), etc.
14
During the process, you must use and control the following resources:
1) Understand / analyze: group work, ability to communicate, to
confront ideas, read aloud, etc.
2) Conceiving a plan: representations, drawings and diagrams, use of heuristics,
selection of appropriate operations, estimate, test, trial and error
decisions about instruments, means and steps to be taken.
3) Execution of the plan: operate and correctly apply the instruments, organize and
write down the steps and results correctly, resort to strategies
alternatives if necessary.
4) Valuation of the process: review of the complete process, relevance of
result and coherence with the rest of the aspects, compare what was obtained with what
expected or estimated, think about alternative processes, explore others
possibilities.

3.3. Representation
The skills and abilities related to representation are:
1) In the understanding phase: comprehensive reading, represent through
diagrams, words, symbols, etc.
2) In the planning phase: schemes, diagrams, drawings, steps to follow,
organize and code (notation, language, figures, models, etc.).
3) In the execution phase: perform and write calculations and relationships and structure
steps and results.
4) In the evaluation phase: repeat the steps considering the solutions
found, reflect through a scheme of the process followed, use
other data and check if there are more results.

3.4. Interpretation and evaluation of the results

1) Verification of the response and the coherence of the entire process: is it logical the
complete history? Is the result compatible with the statement?
comparison of initial–final situation, substitute the result in the statement: is it
Is the story coherent? Etc.
2) Analysis of alternative procedures and results: Could it have been solved
In another way? Are there more solutions? etc.
3) Analysis of difficulties: Have there been blockages?, inconveniences and
solutions?

15
4. EDUCATIONAL INTERVENTION STRATEGIES

4.1. Regulatory foundation

4.1.1. Mathematics in the LOMCE
(THEME 20, summary)
4.1.2. Numbers and numerical calculation in the curriculum

Problem solving is addressed in the curriculum in Block 1 of contents:

Block 1: Processes, methods, and attitudes in mathematics. This block focuses on
the strategies to follow to pose problems and
different work situations with the
mathematics, which should serve as support for
work on the rest of the blocks, so this one
will work transversally with these. It will be worked on
problem solving, the projects of
mathematical research, modeling, the
appropriate attitudes to develop work
scientific and the use of technologies of the
information and communication. Work must be done on
the deepening in the problems solved,
proposing small variations in the data,
other questions, etc., and express verbally from
reasoned form the process followed in the resolution
from a problem, and use evaluable processes
that will allow defining the results of the
learning, and that materialize through actions the
what students must know and be able to do in the
area of reasoning and problem-solving strategies
of problems, performing the necessary calculations and
checking the obtained solutions.

16
Let's now move on to the evaluation criteria and the learning standards.
We will always see each other together since the seconds stem from the firsts. The
we have in the following table

4.2. Pedagogical and methodological principles

(Theme 20)

17
 4.3. Intervention proposals

4.3.1. Difficulties and specific proposals

In problem solving, we will encounter certain difficulties.

of the students. Difficulties

Lack of understanding in the statement.

Not knowing how to choose the right path to follow.
Difficulty in grasping the order in which to carry out the operations.
They usually do not consider whether the solution is correct or not with the information received.

From these difficulties, some methodological guidelines emerge:

Motivate.
Work interchangeably on various models.
Reach the automation of the model. With analogical reasoning, not
through the continuous repetition of the model.
Through Res. Problems, they will be able to experience the potential and usefulness of
mathematics.
It constitutes one of the main axes and the main support of the activity.
mathematics in Primary.
In the Problems Resolution, many of the basic abilities are used: reading
comprehensive, reflection, work plan and possible modification, verification of
the solution and communication of the results.
Being a good problem solver will provide great benefits in the
daily life and at work.

4.3.2. Heuristic work in P.E.

In primary education, problem-solving work should begin.

although taking into account the evolutionary limitations of the students at each moment
of their mental development. The techniques and heuristic strategies must be adapted
to the student.

The heuristics that should have the most weight in daily work with students
primary in the pursuit of problem-solving, are those previously mentioned, although
should be adapted to these ages in the following way:

In generalization strategy, we should not try to make the students reach

major general conclusions about complicated properties, theorems
or propositions. The mental evolution of the student does not yet allow it, but if
we can encourage them to one day do so. It must be valued and strengthened

18
 systematizations in the search for regularities, the collection of data and the
reasoned downpour of conjectures about a problematic situation based on
experiments with known, simple, and concrete objects of life
daily and of the environment.
In the strategy of particularization, the method of testing must be worked on.
with concrete examples and the assimilation of the trial-and-error technique where the
students end up valuing the guided practice of it more than the
fortuitous.
In the analogy strategy, experimentation will be sought at all times.
of students with physical and graphic models in the early ages that will go
handing over the baton, as the students internalize them, to the models
more typical of formal logical reasoning. They will be given
physical experiences of the concepts of number and their main operations,
geometric figures in two and three dimensions with their characteristics
regularities and differences...

4.3.3. Intervention proposals in different courses

1st and 2nd year In this cycle, the differences between the courses are more tangible.
that in other cycles, during the first one, children are starting in the
development of reading comprehension skills through written texts.
In the second course, the level of development of these skills is very
advanced, which will allow for a greater variety of resolution types
problems. Students will be introduced to solving simple problems
of logical reasoning, insisting on the understanding of the statement,
solving them through small representations, games or experiences
simple. The work
3rd and 4th grade: We start from abilities that are already in the process of
acquisition, greater reading competence, more autonomy, development of
calculation skills, etc., thus the teaching will focus more on practice and
internalization of the problem-solving process emphasizing the
planning, asking the student to express in writing or orally, each
one of the steps that is being carried out, in a simple way.
5th and 6th grade: It means the end of the stage and gradually the students will have
internalized problem solving and will have to apply it to other situations,
being able to express mathematical reasoning, constructing their
own judgment, and evaluating the results obtained at the end of the process.

19
 4.3.4. Role of the teaching staff in problem-solving

A fundamental in two aspects:

The teacher must give more importance to the problem-solving process.

that to the conclusion or particular result. The strategies will be incorporated.
convenient heuristics and sequencing processes when it comes to solving
problems.
Self-esteem must be strengthened and a liking for mathematics and
problem solving.

Basic instruction in the most fundamental heuristics is necessary to be able to evolve in

the problem-solving process. To do this, a collection of must be used
problems specially chosen for this task. The teacher must clarify that
mathematical concepts and contents, skills and heuristics are intended to be worked on.

Group Zero (1984) determined the traits that characterize good problems.
(the problems that teach and with which heuristics techniques can be worked on).
These traits are:

They are not issues with traps or puzzles.

They may or may not have applications, but the interest is in themselves and the
skills that reinforce or expand
They represent a challenge to the desirable qualities in a mathematician.
Once resolved, it is tempting to propose them to other people.
At first glance, they seem approachable but they leave you blocked, with no ability to react.
They provide a type of pleasure that is hard to explain but pleasant when solved.
to experience.

In addition, the teaching staff must stimulate students through an environment of

problematic situation well known by the students as it is
may and through questions that incorporate enthusiasm, challenge, and excitement in the search
of the solution.

It should be an optional aid in the event of possible blocks or consistent difficulties. It does not
must resolve issues or blockages that implicitly provide final guidelines in the
resolution of the problem, but rather must be limited to reflecting with them through
questions, similar problematic situations, about what they are
carrying out.

Teachers should assess their students' problem-solving strategy by checking

there are different strategies and the simplicity of each one of them.

20
In summary, it is about providing you with a varied sample of problems.
with some solutions that indicate the way to go. Fundamentally, it is about
to put the student in a good disposition, to enjoy working on this
mathematics, which always puts all its attention on waiting for the unexpected, that
accustomed to working systematically, to organize their thoughts and them
speak and write, doubt even the obvious, question and verify
hypothesis, that verifies solutions, that generalizes results, that is proposed
new problems arising from those already solved.

CONCLUSION
Problem solving should not only be considered as procedural content,
but also how the context in which concepts and skills can be
learned, developing confidence in one's own abilities, helping to value
the usefulness of mathematical knowledge in real life.

But ultimately, the important thing about problem-solving is the process more than
the result, the ability to put a plan into practice and develop it more than the
management of concrete operations, and without a doubt, the ability to carry out these methods,
these processes to real life to solve the problems of everyday situations.
It is essentially to provide our students with the opportunity to adopt habits.
of appropriate thinking for the resolution of mathematical problems and not
mathematicians.

BIBLIOGRAPHY
Legislation:

ORGANIC LAW 8/2013, of December 9, for the improvement of educational quality.

ORGANIC LAW 2/2006, of May 3, on Education
Royal Decree 126/2014, of December 9, which establishes the curriculum
basic Primary Education.
DECREE 105/2014 of September 4, which establishes the curriculum of
primary education in the Autonomous Community of Galicia.
ORDER ECD/65/2015, of January 21, which describes the relationships between
the competencies, the contents, and the evaluation criteria of education
primary education, compulsory secondary education, and baccalaureate.

21
Authors:

- BARBACHANO, R.R. (2012a): Learn quickly with fractions. Youtube

- BARBACHANO, R.R. (2012b): Animated mental calculation. Check your agility

mental).Youtube.

Alex in the land of numbers: a journey into the wonderful world of

Mathematics. Barcelona: Grijalbo

- COLL, C. Psychology and curriculum. Laia. Barcelona, 1987 and Pedagogy Notebooks

GONZÁLEZ MARÍA, J.L. (2010). Resources for the mathematics classroom. Seville:
Alberque Group.

- ESCAMILLA, A. (1993): Didactic units: a work proposal in the classroom.

Zaragoza, Luis Vives.
- PIAGET AND INHELDER (1993): Psychology of the Child, Morata. Madrid
- SARRAMONA, J (2004): Basic competencies in Compulsory Education. Ed.
CEAC. Barcelona
- VAZQUEZ-REINA, M. (2010): Teaching materials for mathematics. Retrieved
de:
Unable to access external links.
Thought and Language

22