In this paper, I am addressing issues and concerns related to mathematical problem solving.
However, much of what is said in this paper may be applied to any problem solving of the quantitative type such as those encountered in physics, chemistry, Business and Engineering.
At least as important, though, is that the student must also possess the necessary metacognitive skills to analyze the problem, select an appropriate strategy to solve that problem from an array of possible alternatives, and monitor the problem-solving process to ensure that it is carried out correctly.
The following strategies combine both cognitive and metacognitive elements (Montague, 1992; Montague & Dietz, 2009).
If the instructors understanding of the process is limited, difficulties in teaching mathematical problem solving, will arise.
Hence the great need to understand these factors and skills if we want to help our students acquire this important process.
Problem solving can also be used, as a teaching method, for a deeper understanding of concepts.
Successful mathematical problem solving depends upon many factors and skills with different characteristics.
Mathematical problem solving is a process that involves a set of factors and tasks to achieve a defined goal.
It depends on many skills and factors which therefore makes it challenging both to learn and to teach.