PROBLEM SOLVING ACROSS THE CURRICULUM
Problem solving can be considered as both a formal process and a more informal
process.
Formal problem solving involves a process of formal deduction involving defined
problems where the information needed to solve the problem is explicitly given.
This type of problem is more typical of questions found in maths and science tests.
To solve this type of problem pupils will need to make sense of what is being asked,
decide on an appropriate method of solution and select and use existing knowledge and
experience.
They may need to underline key words and information, extract and write separately
key information and embed reasoning within their solutions.
Stages in the process of problem solving
Make sense of the problem; recognise problem types and pose relevant
questions to help develop understanding
Select or plan a solution; break the problem down and review alternative
strategies
Execute the plan and carry out routines such as calculations
Evaluate results; review and make sense of answers
In informal problem solving the main goal is to derive true conclusions and test
hypotheses from collated evidence.
Often the problem solver does not start with all the necessary information or have
the information in an appropriate format or order. The problem solver must search
for relevant information and then decide upon which information is relevant and
useful.
They will look for relevance and plausibility, make value judgments and use inferential
processes based on relations, patterns, background knowledge and previous
experience.
To make progress the solver will need to plan, monitor and improve their thinking
activities.
This type of problem solving is more to do with extended enquiries and investigations
of problems in a range of cross-curricular contexts.
The attached list includes a range of strategies which can be selected from to help
solve a problem in any given context.
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Strategies to Help Solve Problems
Below you will find a list of general strategies to help pupils solve a range of
different problems. Some of the strategies are in the form of pupil questions
to help them to think about their own actions in solving a problem.

What can I do to get started?

Make sense of what is being asked.

Clarify the problem through discussion with others.

What does the problem tell me? ... highlight key information/words.

Redraft / restate the original problem, write out the key points separately.

Brainstorm your ideas, record your ideas on a spider chart or a mind map.

Illustrate the problem in a clearer form, find a helpful diagram to
represent the problem.

If working in groups, allocate roles and negotiate initial action.

Write out a draft plan of intended action.
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
Formulate a hypothesis.

Break down and simplify the problem, focus on one aspect in turn, control
variables systematically.

Model the problem. Set up an experiment or practical representation of the
problem.

Select appropriate apparatus / equipment / practical resources. Conduct
some research, do a pilot survey, devise a draft questionnaire / redraft if
necessary.

Review your intended plan modify action as needed.

Identify and collect relevant data. Arrange data sets into lists and identify
appropriate categories.

Compare and contrast different sets of data.

Obtain the necessary information from your data. Distinguish between
relevant and irrelevant information.

What do I know that is relevant to this problem?

Apply any knowledge, skills and understanding from past experience.

Identify structures, patterns, connections and relationships. Analyse them
and use them to support your arguments.

Eliminate lines of enquiry, create / invent new ones.

Discriminate between ideas.

Organise your working in a systematic way.

If necessary reformulate the original problem.

Generalise.
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
Look back, check and reflect on working.

Make judgments about what you have found.

Is my solution acceptable, does it make sense?

Has my hypothesis been confirmed?

Do I need a second hypothesis to help obtain a fuller resolution?

Can I extend to a class of problems, can I create a different problem,
and can the solution be taken further?

Present findings and results in an appropriate form.

Evaluate sources and methods used?

Provide sensible and well-reasoned arguments.

What do I learn from the solution?
Resolution
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