*Problem solving is, however, more than a vehicle for teaching and reinforcing mathematical knowledge and helping to meet everyday challenges. It is also a skill which can enhance logical reasoning. As the emphasis has shifted from teaching problem solving to teaching via problem solving (Lester, Masingila, Mau, Lambdin, dos Santon and Raymond, 1994), many writers have attempted to clarify what is meant by a problem-solving approach to teaching mathematics. *

Let us consider how problem solving is a useful medium for each of these.

It has already been pointed out that mathematics is an essential discipline because of its practical role to the individual and society.

Individuals can no longer function optimally in society by just knowing the rules to follow to obtain a correct answer.

They also need to be able to decide through a process of logical deduction what algorithm, if any, a situation requires, and sometimes need to be able to develop their own rules in a situation where an algorithm cannot be directly applied.

Schoenfeld also suggested that a good problem should be one which can be extended to lead to mathematical explorations and generalisations.

He described three characteristics of mathematical thinking: Problem solving is an important component of mathematics education because it is the single vehicle which seems to be able to achieve at school level all three of the values of mathematics listed at the outset of this article: functional, logical and aesthetic.

As was pointed out earlier, standard mathematics, with the emphasis on the acquisition of knowledge, does not necessarily cater for these needs.

Resnick (1987) described the discrepancies which exist between the algorithmic approaches taught in schools and the 'invented' strategies which most people use in the workforce in order to solve practical problems which do not always fit neatly into a taught algorithm.

However, although it is this engagement which initially motivates the solver to pursue a problem, it is still necessary for certain techniques to be available for the involvement to continue successfully. Report of the Committee of Inquiry into the Teaching of Mathematics in Schools, London: Her Majesty's Stationery Office.

Hence more needs to be understood about what these techniques are and how they can best be made available.

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