Abstract: In this final paper in a series of three we touch on the practical aspects of Teaching problem solving. We first discuss the differences between the problem solving approach to teaching mathematics and the traditional one. Next we show how the theoretical aspects of heuristics and metacognition fit with the experimental model of problem solving. This done by considering specific problems and how they could be approached.

We then discuss five models for the teaching of problem solving as well as three stage lesson format. This leads us on to the concepts of the learning of mathematics FOR, ABOUT and THROUGH problem solving. The next section discusses the concepts of a rich mathematical activity and a quality learning environment.

We conclude with the observation that problem solving is not easy for Many teacher. Is will take further professional development before it will be a Regular part of classroom practice and not just abstract curriculum statements.