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.

Specific characteristics of a problem-solving approach include: My early problem-solving courses focused on problems amenable to solutions by Polya-type heuristics: draw a diagram, examine special cases or analogies, specialize, generalize, and so on.

Over the years the courses evolved to the point where they focused less on heuristics per se and more on introducing students to fundamental ideas: the importance of mathematical reasoning and proof..., for example, and of sustained mathematical investigations (where my problems served as starting points for serious explorations, rather than tasks to be completed).

In the past decade it has been suggested that problem-solving techniques can be made available most effectively through making problem solving the focus of the mathematics curriculum.

Although mathematical problems have traditionally been a part of the mathematics curriculum, it has been only comparatively recently that problem solving has come to be regarded as an important medium for teaching and learning mathematics (Stanic and Kilpatrick, 1989).

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.

Such motivation gives problem solving special value as a vehicle for learning new concepts and skills or the reinforcement of skills already acquired (Stanic and Kilpatrick, 1989, NCTM, 1989).

Approaching mathematics through problem solving can create a context which simulates real life and therefore justifies the mathematics rather than treating it as an end in itself.

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