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This paper presents a 5-step
Problem Solving method tagged: ‘Kolawole’s Problem-Solving
(KPS) method’. These steps include the followings :(1)
Identification of the keywords, terms and terminologies; (2)
Mathematical Concepts; (3) Mathematical Language; (4)
Mathematical Computation and Manipulation and (5)
Mathematical Appraisal. The behavioural objectives to elicit
each of these steps are coined with distinct passwords.
These passwords include ‘DIRECT’ to elicit Mathematical
Concepts, ‘DEVECQUIT’ to elicit Mathematical Language,
‘SC3RIPT’ to elicit Mathematical Computation and
Manipulation and ‘APPRAISE’ to elicit Mathematical
Appraisal. KPS method is based on the following assumptions
i.e. (i) effective teaching would necessitate good knowledge
of the subject matter, mastery of appropriate teaching
method and evaluating skills. (ii) Effective teaching would
necessitate the identification of relevant keywords, terms
and terminologies to the topic giving consideration to
students’ educational level. (iii) Most Mathematics teachers
usually start their lessons with calculations without
explaining the meaning of relevant keywords terms and
terminologies. (iv) Most Mathematics teachers often ignore
the translation and interpretation of relevant terminologies
before carrying out relevant calculations. (v) Application
of the topics taught by most Mathematics teachers to
everyday life is often totally ignored by these teachers.
(vi) Simultaneously combining teaching, learning and
evaluation in teaching – learning process is often difficult
for most Mathematics teachers. KPS method could be used in
teaching, book – writing, item –writing, test –
construction, solving and evaluating mathematical problems.
The method can also be adopted for onward usage in all the
formal school’s teaching subjects in order to improve
learners’ performance, as well as in solving practical
life’s problems. Extensive researches on KPS indicate that
the method is an effective method of teaching, as well as
reliable, valid and dependable. The method is not biased
towards gender as well as location of the students. It is
therefore recommended that Mathematics teachers (and
teachers of other subjects) should adopt the method and its
adaptations in the teaching, learning and evaluation
processes and additionally in solving life’s problems.
Keywords:
Problem-Solving, science-based knowledge, Mathematics
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