THINK ALOUD

Solving problems is
not only the most
important end of
mathematics, it is
also a means for
learning
mathematics.
(Beckman, 2008)

GOOD PROBLEM SOLVERS

A Good problem solvers become aware of what
they are doing and frequently monitor, or selfassess, their progress or adjust their strategies as
they encounter and solve problems.

NCTM Principles and Standards, 2000

The quality of the problems

can serve as an index of how
well a person can solve
problems (Kilpatrick, 1987).

WHY ENGAGE IN PROBLEM SOLVING?

Good problems:
Deepen our thinking about mathematics
Help us recognize connections between topics in mathematics
Force us to confront mathematical misconceptions
Working on good problems we learn mathematics better!
Even a simple one-step or two-step story problem can be a
good problem for some students.

 In order to effectively teach with a problem-solving focus,

a teacher needs to carefully plan problems that will give
students the maximum opportunity to hone their skills.
This means the problems need to be complex enough to
let students approach them from different angles, explore
different strategies, reflect on their progress, and revise
their methods.

GENERAL THEORY POSTULATES THREE TYPES OF

PROCESS IN PROBLEM SOLVING (NEWELL & SIMON 1972)
1. Asking oneself
questions to
derive extra
information
pertaining to the
problem and its
possible solution.

What do I know
now, what is given,
what is the
problem, have I
seen such a
problem before?

Orientate

solve

evaluate

2. Aplication of solving
procedures

3.The phase relates the solution

to the problem and check the
solution for correctness or
plausibility.

POLYA MODEL
1. UNDERSTANDING THE PROBLEM
2. DEVISING A PLAN

3. CARRYING OUT THE PLAN

4. LOOKING BACK

POLYA MODEL STRATEGIC PROBLEM SOLVING

1973
1. UNDERSTANDING THE PROBLEM

* State the problem in your own words

* What are you trying to find or do?
* What are the unknowns?
* What information do you obtain from the problem?
* What information, if any, is missing or not needed?
* What are the data? What is the condition?
* Detect the variable involved in the problem
* Know the relationship between the variables which have ben ascertained
* Understand which variable need to be through searched or answered
* Draw a figure. Introduce suitable notation.

2. DEVISING A PLAN

The following list of strategies, although not exhaustive, is very useful.

* Look for a pattern.
* Examine related problems, and determine if the same technique can be applied.
* Examine a simpler or special case of the problem to gain insight into the solution of
the original problem.
* Make a table.
* Make a diagram.
* Write an equation.
* Use guess and check.
* Work backward.
* Identify a sub goal.

3. CARRYING OUT THE PLAN

* Implement the strategy or strategies in step 2, and

perform any necessary actions or computations.
* Check each step of the plan as you proceed.
This may be intuitive checking or a formal proof of each step.
* Keep an accurate record of your work.

4. LOOKING BACK

* Check the results in the original problem.

(In some cases this will require a proof.)
* Interpret the solution in terms of the original problem.
Does your answer make sense?
Is it reasonable?
* Determine whether there is another method of finding the solution.
* If possible, determine other related or more general problems for which
the techniques will work.

Novices

Not familiar with the problem, often do not perform many orientation
activities

Do not evaluate their solution or not looking back the process.

Experts

Solve problems in order denoted by the three phases or with more detail
by following the Polya Model

Spend much time on orientation activities

Always check their solution.

WHAT THE THEORY SAY ABOUT THE

DIFFERENCES ?
a prediction about differences between novices and expert at tasks
concern the process rather than the result.
The theory also does not predict that expert will find better solution.
The most important elements to success are
capacity limit of working memory & perception
and previously acquired knowledge.
-

People will use for a task by

looking at relevant instruction
and experience.

INSTRUCTIONS FOR THINKING ALOUD ACTIVITY

1
2
3

I will give you a problem.

Please keep talking out loud while solving the problem

Please solve the following problems and while you do so, try to say everything that
goes through your mind

It is important that you say aloud everything that you think or do in solving the
problem.
Do not use phrases tell me what you

think

MODELLING COGNITIVE
PROCESS
Example:
A father, a mother and their son are 80 years old together.
The father is twice as old as the son. Their mother has the same age as the
father. How old is the son?

Protocols are collected by instructing

students to solve a problem while
saying what goes through their
head stating directly what they
think

PROTOCOLS

Student 1
Treat the problems as
mathematical equation and solve
it straightforwardly

Both give the same

answer but different
solving strategy.

The protocol shows where the student

encounters difficulties and when he gets
confused.

Student 2

Starts with a guess: the father is 30 years old.

Evaluates the result by using knowledge about reasonable age

differences between parents and son

Form a new estimation and evaluates it again.

You can help students become strategic readers and problem solvers by modeling the
thinking you use to make sense of a problem.

Not just telling students the steps you take to compute an answerbut teachers
modeling to think aloud the steps and decisions they make when solving a problem.
(Silbert, Carnine, & Stein, 1989).
As students listen to the questions you ask yourself and the ways you guide your own
reading, they learn to ask themselves questions to guide their own sense-making.

Think-Aloud Paired strategy

The think-aloud process is usually introduced in four steps, gradually transferring
responsibility to students:
1.The teacher reads a problem and stops as needed to explain her thoughts.
Students listen. They all solve the problem together.
2.The teacher reads the problem and stops often. Students express their thoughts at
each point (and often write them). The whole class, led by the teacher, solves the
problem together.
3.The teacher reads the problem, allowing students to signal stopping points as
thoughts occur to them. Students solve the problem individually, and then discuss
their interpretations of it and solution strategies.
4.Students do this together, in pairs. They work together to solve the problem.

 A benefit of this strategy for students who need additional support is that
they also listen to the thinking of their classmates, enabling them to learn
additional strategies from each other.
Think aloud can provide data about sophisticated and less sophisticated
cognitive process.

 NCTM makes the point that to effectively teach problemsolving skills, teachers must themselves have the
knowledge and dispositions of effective problem solvers
(NCTM, Problem Solving, Teachers Role).

TRY IT: USE THIS PROBLEM WITH A PARTNER TO TRY THE FIRST
AND SECOND STEPS IN THE THINK-ALOUD PROCESS.

The boys swim team and the girls swim

team held a car wash. They made $210
altogether.
There were twice as many girls as boys,
so they decided to give the girls team
twice as much money as the boys
team. How much did each team get?