Trial and improvement is perhaps an undervalued skill.
Children can be reluctant to use trial and improvement as they sometimes feel they are only using it because they do not know the 'right' way to solve the problem in hand.
As learners progress towards a solution, they may take the mathematics further (stage 3) and two more problem-solving skills become important: Having reached a solution, stage 4 of the process then involves children explaining their findings and reflecting on different methods used.
For the purposes of this article, we will think of 'problem-solving skills' as during stages 2 and 3 of the problem-solving process.
Jennie outlines different ways in which learners might get started on a task (stage 1), but it is once they have got going and are working on the problem (stage 2) that children will be making use of their problem-solving skills.
Here are some useful problem-solving skills: The first two in this list are perhaps particularly helpful.There are two collections of NRICH tasks which are good starting points if you wish to focus on this skill: Trial and Improvement at KS1 Trial and Improvement at KS2 In the context of problem solving, working systematically could be thought of as working in a methodical and efficient way which could clearly show others that a pattern or system is being used.This is important, for example, when a task entails finding all possibilities, or when it is helpful to structure a method for solving a problem.Help them logically problem-solve the information they hear.Center for Innovation and Analytics Co-Directors Dr.The tasks in the two groups below have been selected specifically because they require visualisation, so would be good contexts in which to begin to discuss this skill: Visualising at KS1 Visualising at KS2 Conjecturing, or asking "What if..?" questions, is an important problem-solving skill.In other words, there must be generality for it to be mathematics.These two collections of activities encourage children to conjecture and generalise, and in some cases, go on to prove: Conjecturing and Generalising at KS1 Conjecturing and Generalising at KS2 In summary One of the main ways to help children become confident and competent problem solvers is by offering them plenty of opportunities to practise key problem-solving skills and, importantly, to talk about the skills in context.Our Reasoning Feature includes an article, Reasoning: Identifying Opportunities which explores when reasoning is necessary and what we do when we reason.Reasoning logically as a problem-solving skill is, however, just a small part of reasoning and involves connecting information together in a sequence of steps.