Mapping of Mathematical Problem Solving Processes in Middle School Students: A Methodological and Analytical Approach

Abstract

Problem solving is now, one of the major skills of the 21st century. In this context, the STEM (Science, Technology, Engineering and Mathematics) approach goes beyond the teaching of school subjects, and the teaching-learning of mathematics should allow learners to appropriate skills of problem solving and solution finding in different life situations. In fact, solving mathematical problems generates cognitive, metacognitive, affective and emotional processes. Therefore, the visualization of these processes allows teachers to implement adequate pedagogical strategies aimed at the development of learners' abilities and skills to solve mathematical problems. In the context of a digital pedagogy, its allowing the designers of computer systems to model the processes in order to set up intelligent tutorial systems (expert systems) helps in the development of mathematical problem solving skills. We present in this article a methodological and analytical approach allowing to verbalize, visualize the networks of resolution of mathematical problem and to represent them schematically. We conclude with a modeling of these networks.