Abstract
M.Ed. (Curriculum Studies)
Problem solving is potentially one of the most valuable skills
that can be acquired in the primary school. In spite of it's
value problem solving was not successful implemented in
overseas countries. Schools in South-Africa have just started
to implement problem solving techniques in the primary school.
To ensure successful implementation of problem solving in
South-Africa this study examines possible reasons for it's
failure in the primary school.
Success in Problem solving depends on the correct perspectives
to problem solving and the feeling of success by the teachers
and pupils. This implies that the teachers and pupils must see
progress by using problem solving in the mathematics class.
A new teaching model was designed to prevent or eliminate the
failure of problem solving in the classroom. This model was
developed from a problem solving perspective and can be
described as a Social Constructivistic model. This model
includes lesson structures, worksheets and a proposed teaching
style. The.basis of the model is real world problems.
It was found that after nine weeks of implementation the
children were positive toward problem solving and mathematics.
An empirical investigation showed that children. can become
beter problemsolvers in a relative short time span.
This study suggests a holistic approach to implementing
problem solving in mathematics. This approach includes a
change in the whole educational situation. The teacher needs
maximum assistance through tutorial programs, worksheets and
staff supervision.