Abstract
Problem-solving is central to mathematics education across the world. The National Curriculum
for Mathematics (Grade I-XII) in Pakistan emphasizes the importance of problem-solving in
developing students’ mathematical knowledge and understanding. Informed by Polya’s heuristics
that guides the problem-solving process, this study examined Grade 9 students’ mathematical
problem-solving (MPS) when working as individuals and in a small group setting. Data were
triangulated through multiple methods including semi-structured interviews, observations of
episodes of students solving problems in a small group, written responses to the problems, and
focus group interview. The findings reveal that the participants demonstrated variations in the
emphasis given to each stage as well as the manner in which problem-solving was operationalized
at an individual and a group level. Moreover, students both individually and while working in a
small group go back and forth among different stages of Polya’s heuristics. These findings have
implications for the teaching and learning of MPS in academically less advanced countries similar
to Pakistan.
Effat Alvi, Munaza Nausheen. (2019) Examining Grade 9 Students’ Engagement in Mathematical Problem-Solving (MPS) When Working as Individuals and in a Small Group Setting, Bulletin of Education & Research, Volume 41, Issue 1.
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