## Math Problem Solver

**How to use a math problem solver?
**

An important problem of teaching methods of solving math problems is to find ways to improve the learning process, activation of cognitive activity of students. The solution to this **math problem solver** involves strengthening the ideological aspect of training, improvement of methods of realization of applied and practical teaching of math problem solver. Among the possibilities of solving the problem is seen in practical work of teachers teaching math through the tasks.

Here we have some loyal allies to the study of numbers and you can **solve math problems**, but not only, and deal as well with more serenity a day at school, University or work.

If you were a student of the medium or higher today probably wouldn’t have much fear because there are apps that show you the algebra, geometry and physics in a truly complete. Not only that, I am also of the plumbers who help you to solve math problems.

*1. What is a MATH PROBLEM SOLVER?*

First, talk to your child about whether she understood what is a math problem, how it is built and what it’s for.

– Questions that help to understand the text of the problem.

– Questions that help you find (or calculate) the information you are missing.

– The final question which is also the solution of the problem.

The first thing to do is and then help your child distinguish the different questions and their contents.

*2. UNDERSTAND the MATH PROBLEM*

The second stage is to ensure that your child has understood what he read. Make sure the child understands all problem. Try to identify words that do not belong to the usual vocabulary of your child and ask them to explain the order of solving.

In addition to words, the child may not understand the whole problem, simply because it fails to “see” and to represent the situation. Try to do it with him through words or with the help of a drawing or outline.

*3. UNDERSTAND the sense of REQUEST*

The situation is understood. The child must now understand what is asked of him. In other words, it must identify:

The final question. The questions that will help you to answer the problem result.

*4. FIND the order of CLUES*

Explain to the child that all the information you need to find the solution is contained in the statement but that are often hidden or encoded. We must therefore become a detective to identify all resource used to be able to answer questions. If the child has understood the ultimate question, ask him to find in the text of the proposition: All response elements.

The role of math problem solver in **learning mathematics** is extremely high. They can serve many specific learning objectives, perform a variety of didactic function. Widespread use in the learning process motivational task function provides a means of its activation.

Definite value for new study motivation of *mathematical problem solver* material represent tasks with practical content. Vital necessity to solve such problems, most naturally to justify the need for new math solving ideas, knowledge, methods. Emphasis on the necessity of mastering the mathematical theory under the influence of needs practice contributes to a students scientific views. Use tasks to motivate knowledge, solutions, problems, methods, creates the conditions for placing on the stage of the new teaching math material of subject links, relationships, learning problem with life.

**Math problem solver** in the study of the mathematical theory of tasking provides teacher opportunities for use at lessons of problem-based learning elements. Relevance of objectives to achieve problem solver character of educational, developmental, educational and practical purposes, teaching mathematics cannot be overemphasized. Such tasks may not only serve as a means of introducing new concepts and methods, substantiate the usefulness of studying the program material. Their use ensures a more informed mastering *math solver theory*, teaches schoolchildren independent implementation of educational tasks, search techniques, research and evidence, the basic mental operations, allocating significant properties of mathematical objects, and generates interest in the subject. The use of elements of problem-based learning puts students in terms of their thinking, capable of not only problem solver but auto apply and discover new things.

The tasks used to prepare students for the study of the mathematical theory, should be selected so that their staging has led not only to the need to acquire new knowledge and skills, but also to the use of acquired under the influence of this necessary knowledge to **math solver**, address along with this and a wide range of other tasks.

To motivate the study of mathematical problem theory useful text tasks, exercises, practical exercises, laboratory work, job issues, aiming to put the student in a number of cases in terms of opening new theory, nomination of hypotheses that are confirmed or refuted by evidence.

Often useful to preface the study of new *math problem solver* fact decision known disciples and tasks, using the analogy to justify the preservation method of its solutions for new challenges, that is not possible due to lack of mathematical knowledge.