Which of the following is NOT an element of the problem-solving teaching strand?

The correct answer identifies an option that does not align with the core elements of the problem-solving teaching strand. Each of the teaching strand's elements focuses on developing mathematical skills and understanding through active problem-solving processes.

Building new mathematical knowledge through problem-solving involves engaging students in tasks that allow them to explore concepts and construct their own understanding. This element emphasizes the importance of students encountering and solving problems as a way to learn.

Solving problems that arise in both mathematics and other contexts emphasizes the relevance and application of mathematics in real-world scenarios. This element encourages students to see mathematics as a tool for addressing various types of challenges they may encounter beyond the classroom.

Applying and adapting a variety of appropriate strategies to solve problems is crucial as it fosters flexible thinking. Students learn to choose and adjust their approaches based on the specific problem at hand, promoting creativity and critical thinking.

In contrast, developing and evaluating inferences and predictions based on data pertains more to data analysis and interpretation rather than directly addressing problem-solving in a mathematical context. Thus, it does not fit within the specific framework of the problem-solving teaching strand, which is focused primarily on the processes and approaches used to engage with mathematical problems directly.