Abstract:

At the heart of the conceptual framework of the mathematics program in undergraduate education lies the problem-solving. This problem-solving positioning has two arguments:
- First, the role of mathematical thinking in solving of real-life problems and developing modern science and technology, as well as providing basic research techniques.
- Second, by the power of abstraction in problem-solving, logical reasoning, the beauty of validation, and the basic techniques that make it a source of pleasure, aesthetics, and motivation.

In this paper, we will look at how the problem-solving has changed under the influence of information and communication technologies (ICTs) that is advancing day by day and what is the role that ICTs is playing in improving mathematics teaching in general, and "problem-solving" approach in particular.
The concepts are illustrated by the authors experience and pilot experimental work in a secondary school in Albania. The results in comparison of experimental and control group are interpreted.

In conclusion, we provide suggestions about effective use of ICTs for problem solving in teaching math, as well as discussion about the necessary infrastructure and teachers’ development.

Keywords:

Teaching mathematics, problem-solving, ICT in education.