Learning Science and Mathematics (LSM) Journal Vol.1, Issue 16, pp 1-20
Enacting a Problem-Solving Lesson using Scaffolding to Emphasize Extending a Problem
Emily Wai Si Chor & Tin Lam Toh
Received first draft 16 July 2021. Received reports from first reviewer (28 July) and second reviewer (6 August); Received revised draft 22 November
Accepted: 25 November 2021.
Published: 30 December 2021.
Abstract
In this paper, we describe our conceptualization of teaching mathematical problem-solving at the upper primary level, emphasizing Polya’s Stage Four in extending a problem. Geometry is used as a context of the presentation. The objective is to engage pupils more metacognitively in their problem-solving process. By reviewing existing education literature, features that will support authentic problem solving were identified. The frameworks explored in this study include Polya’s 4-step problem-solving model, Schoenfeld’s framework, and the synthesis of the two frameworks through “Making Mathematics Practical” which utilize an extensive use of teacher scaffolding. The proposed scaffolding stresses pupils to problem solve beyond finding a solution as well as independently check and expand the given mathematics problem.
Keywords: Singapore mathematical problem solving; Polya’s problem-solving model; Scaffolding; Geometry; Upper primary level
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