Explicit step-by-step problem-solving plans operationalizing Polya's phases for middle-grade word problems¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article describes textbook problem-solving plans derived from Polya's four phases, which give students steps to follow such as "Read the problem, Plan, Find the answer, Check the answer," plus strategies for each step (identifying given facts and the question, drawing a diagram, choosing an operation, writing and solving an equation, estimating, checking). A research model operationalized Polya's plan for children in eleven steps grouped by phase. The study tested such a plan as a seven-step formatted form on each test page with space for student work.

Design Implications¶

Context¶

Requirements¶

• The plan is designed for use with routine word problems, which the article defines as problems solvable through direct application of algorithms.

Constraints¶

• The article notes Polya's four phases are "insufficient in themselves as a prescription" and that routine word problems are only one component of problem solving as envisioned by NCTM (1989).

Target Learners¶

• elementary and middle-grade mathematics students

Target Learning Objectives¶

• word problem solving process and achievement

Claims¶

• Formatted Problem Solving Plan Posttest Advantage [+M]

Related Theories¶

• Algorithms defined as precise step-by-step plans with four characteristics: finite, inputs and outputs, effective, definite

Examples¶

• Math Story Chart: a four-step word-problem organizer (Tell-Show-Solve-Answer and Look Back)

Key Sources¶

• Zambo, Ron; Hess, Robert. (1994). The Gender Differential Effects of a Procedural Plan for Solving Mathematical Word Problems. ERIC. https://eric.ed.gov/?id=ED375005