SYSTEM OF LESSONS FOR DEVELOPING THE PROBLEM SOLVING SKILLS OF 9-10-YEAR-OLD STUDENTS IN MATHEMATICS

Abstract

The present article is part of a larger dissertation study on the topic "Pedagogical Model for Developing the Problem Solving Skills of 9 10 Year Old Students in Mathematics," which offers a structure for developing problem solving skills as part of regular mathematics education. The aim of the study is to deepen the mathematical competence of young students by developing their awareness of problem solving as a process that begins, progresses, and concludes in a certain manner. The article discusses a system of original lessons for teaching four heuristic problem solving strategies, with each strategy developed over a sequence of four to six lessons. The strategies of drawing diagram, thinking systematically, searching pattern, and simplification are presented in a mathematical context, but their heuristic nature allows for application across various subject areas. The lesson system includes designs for combined use of the proposed strategies. Each lesson is developed in a detailed lesson plan with clear instructions for teachers, examples, tasks, and solutions. The lesson structure is linked to the so
called scientific method for problem solving, applicable regardless of the educational context. It involves formulating the problem situation, experimenting with a solution plan, formulating a hypothesis regarding the solution method or the applicability of the strategy, actions to confirm the hypothesis, generalization, and extension to new situations. As part of the scientific method, students are encouraged to seek contrary examples to their conclusions to delineate the boundaries of the applicability of derived assumptions. During the academic year 2023
2024, the lessons are undergoing trial implementation, which includes teacher training, expert assessment, experimental work, and pedagogical observations. Teachers whose classes are part of the pedagogical experiment are included in introductory training on working with the lesson system and receive ongoing methodological support throughout the academic year. Their feedback on the quality of the lessons is collected periodically in the form of survey cards, which will be analyzed in parallel with the analysis of student achievements at the end of the academic year. Pedagogical observations conducted during the first half of the academic year indicate that the lesson system improves students' abilities to solve non routine mathematical problems, fosters a disposition for thinking structured through the scientific method, and develops students' skills for collaborative teamwork.