Madduma Bandara Ekanayake, Mohan Chinnappan, Christine Brown
Researchers from mathematics education and cognitive psychology have focused on reasons underlying difficulties experienced by students in proof-type geometry problem solving. A need analysis study resulted content knowledge, general problem solving skills, and mathematical reasoning are predictive indicators of the success of proof type problem solving. On this finding, we present a model to overcome instructional barriers presently embedded in conventional strategies. The model sets a strategy to improve proof-type geometry problem solving skills through developing general problem solving skills.