problem solving skills primary school

Developing Problem-Solving Skills for Kids | Strategies & Tips

We've made teaching problem-solving skills for kids a whole lot easier! Keep reading and comment below with any other tips you have for your classroom!

Problem-Solving Skills for Kids: The Real Deal

Picture this: You've carefully created an assignment for your class. The step-by-step instructions are crystal clear. During class time, you walk through all the directions, and the response is awesome. Your students are ready! It's finally time for them to start working individually and then... 8 hands shoot up with questions. You hear one student mumble in the distance, "Wait, I don't get this" followed by the dreaded, "What are we supposed to be doing again?"

When I was a new computer science teacher, I would have this exact situation happen. As a result, I would end up scrambling to help each individual student with their problems until half the class period was eaten up. I assumed that in order for my students to learn best, I needed to be there to help answer questions immediately so they could move forward and complete the assignment.

Here's what I wish I had known when I started teaching coding to elementary students - the process of grappling with an assignment's content can be more important than completing the assignment's product. That said, not every student knows how to grapple, or struggle, in order to get to the "aha!" moment and solve a problem independently. The good news is, the ability to creatively solve problems is not a fixed skill. It can be learned by students, nurtured by teachers, and practiced by everyone!

Your students are absolutely capable of navigating and solving problems on their own. Here are some strategies, tips, and resources that can help:

Problem-Solving Skills for Kids: Student Strategies

These are strategies your students can use during independent work time to become creative problem solvers.

1. Go Step-By-Step Through The Problem-Solving Sequence 

Post problem-solving anchor charts and references on your classroom wall or pin them to your Google Classroom - anything to make them accessible to students. When they ask for help, invite them to reference the charts first.

2. Revisit Past Problems

If a student gets stuck, they should ask themself, "Have I ever seen a problem like this before? If so, how did I solve it?" Chances are, your students have tackled something similar already and can recycle the same strategies they used before to solve the problem this time around.

3. Document What Doesn’t Work

Sometimes finding the answer to a problem requires the process of elimination. Have your students attempt to solve a problem at least two different ways before reaching out to you for help. Even better, encourage them write down their "Not-The-Answers" so you can see their thought process when you do step in to support. Cool thing is, you likely won't need to! By attempting to solve a problem in multiple different ways, students will often come across the answer on their own.

4. "3 Before Me"

Let's say your students have gone through the Problem Solving Process, revisited past problems, and documented what doesn't work. Now, they know it's time to ask someone for help. Great! But before you jump into save the day, practice "3 Before Me". This means students need to ask 3 other classmates their question before asking the teacher. By doing this, students practice helpful 21st century skills like collaboration and communication, and can usually find the info they're looking for on the way.

Problem-Solving Skills for Kids: Teacher Tips

These are tips that you, the teacher, can use to support students in developing creative problem-solving skills for kids.

1. Ask Open Ended Questions

When a student asks for help, it can be tempting to give them the answer they're looking for so you can both move on. But what this actually does is prevent the student from developing the skills needed to solve the problem on their own. Instead of giving answers, try using open-ended questions and prompts. Here are some examples:

2. Encourage Grappling

Grappling  is everything a student might do when faced with a problem that does not have a clear solution. As explained in this article from Edutopia , this doesn't just mean perseverance! Grappling is more than that - it includes critical thinking, asking questions, observing evidence, asking more questions, forming hypotheses, and constructing a deep understanding of an issue.

There are lots of ways to provide opportunities for grappling. Anything that includes the Engineering Design Process is a good one! Examples include:

• Engineering or Art Projects
• Design-thinking challenges
• Computer science projects
• Science experiments

3. Emphasize Process Over Product

For elementary students, reflecting on the process of solving a problem helps them develop a growth mindset . Getting an answer "wrong" doesn't need to be a bad thing! What matters most are the steps they took to get there and how they might change their approach next time. As a teacher, you can support students in learning this reflection process.

4. Model The Strategies Yourself! 

As creative problem-solving skills for kids are being learned, there will likely be moments where they are frustrated or unsure. Here are some easy ways you can model what creative problem-solving looks and sounds like.

• Ask clarifying questions if you don't understand something
• Admit when don't know the correct answer
• Talk through multiple possible outcomes for different situations 
• Verbalize how you’re feeling when you find a problem

Practicing these strategies with your students will help create a learning environment where grappling, failing, and growing is celebrated!

Problem-Solving Skill for Kids

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Problem-solving skills are necessary in all areas of life, and classroom problem solving activities can be a great way to get students prepped and ready to solve real problems in real life scenarios. Whether in school, work or in their social relationships, the ability to critically analyze a problem, map out all its elements and then prepare a workable solution is one of the most valuable skills one can acquire in life.

Educating your students about problem solving skills from an early age in school can be facilitated through classroom problem solving activities. Such endeavors encourage cognitive as well as social development, and can equip students with the tools they’ll need to address and solve problems throughout the rest of their lives. Here are five classroom problem solving activities your students are sure to benefit from as well as enjoy doing:

1. Brainstorm bonanza

Having your students create lists related to whatever you are currently studying can be a great way to help them to enrich their understanding of a topic while learning to problem-solve. For example, if you are studying a historical, current or fictional event that did not turn out favorably, have your students brainstorm ways that the protagonist or participants could have created a different, more positive outcome. They can brainstorm on paper individually or on a chalkboard or white board in front of the class.

2. Problem-solving as a group

Have your students create and decorate a medium-sized box with a slot in the top. Label the box “The Problem-Solving Box.” Invite students to anonymously write down and submit any problem or issue they might be having at school or at home, ones that they can’t seem to figure out on their own. Once or twice a week, have a student draw one of the items from the box and read it aloud. Then have the class as a group figure out the ideal way the student can address the issue and hopefully solve it.

3. Clue me in

This fun detective game encourages problem-solving, critical thinking and cognitive development. Collect a number of items that are associated with a specific profession, social trend, place, public figure, historical event, animal, etc. Assemble actual items (or pictures of items) that are commonly associated with the target answer. Place them all in a bag (five-10 clues should be sufficient.) Then have a student reach into the bag and one by one pull out clues. Choose a minimum number of clues they must draw out before making their first guess (two- three). After this, the student must venture a guess after each clue pulled until they guess correctly. See how quickly the student is able to solve the riddle.

4. Survivor scenarios

Create a pretend scenario for students that requires them to think creatively to make it through. An example might be getting stranded on an island, knowing that help will not arrive for three days. The group has a limited amount of food and water and must create shelter from items around the island. Encourage working together as a group and hearing out every child that has an idea about how to make it through the three days as safely and comfortably as possible.

5. Moral dilemma

Create a number of possible moral dilemmas your students might encounter in life, write them down, and place each item folded up in a bowl or bag. Some of the items might include things like, “I saw a good friend of mine shoplifting. What should I do?” or “The cashier gave me an extra $1.50 in change after I bought candy at the store. What should I do?” Have each student draw an item from the bag one by one, read it aloud, then tell the class their answer on the spot as to how they would handle the situation.

Classroom problem solving activities need not be dull and routine. Ideally, the problem solving activities you give your students will engage their senses and be genuinely fun to do. The activities and lessons learned will leave an impression on each child, increasing the likelihood that they will take the lesson forward into their everyday lives.

You may also like to read

• Classroom Activities for Introverted Students
• Activities for Teaching Tolerance in the Classroom
• 5 Problem-Solving Activities for Elementary Classrooms
• 10 Ways to Motivate Students Outside the Classroom
• Motivating Introverted Students to Excel in the Classroom
• How to Engage Gifted and Talented Students in the Classroom

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Teaching problem solving: Let students get ‘stuck’ and ‘unstuck’

Subscribe to the center for universal education bulletin, kate mills and km kate mills literacy interventionist - red bank primary school helyn kim helyn kim former brookings expert.

October 31, 2017

This is the second in a six-part  blog series  on  teaching 21st century skills , including  problem solving ,  metacognition , critical thinking , and collaboration , in classrooms.

In the real world, students encounter problems that are complex, not well defined, and lack a clear solution and approach. They need to be able to identify and apply different strategies to solve these problems. However, problem solving skills do not necessarily develop naturally; they need to be explicitly taught in a way that can be transferred across multiple settings and contexts.

Here’s what Kate Mills, who taught 4 th grade for 10 years at Knollwood School in New Jersey and is now a Literacy Interventionist at Red Bank Primary School, has to say about creating a classroom culture of problem solvers:

Helping my students grow to be people who will be successful outside of the classroom is equally as important as teaching the curriculum. From the first day of school, I intentionally choose language and activities that help to create a classroom culture of problem solvers. I want to produce students who are able to think about achieving a particular goal and manage their mental processes . This is known as metacognition , and research shows that metacognitive skills help students become better problem solvers.

I begin by “normalizing trouble” in the classroom. Peter H. Johnston teaches the importance of normalizing struggle , of naming it, acknowledging it, and calling it what it is: a sign that we’re growing. The goal is for the students to accept challenge and failure as a chance to grow and do better.

I look for every chance to share problems and highlight how the students— not the teachers— worked through those problems. There is, of course, coaching along the way. For example, a science class that is arguing over whose turn it is to build a vehicle will most likely need a teacher to help them find a way to the balance the work in an equitable way. Afterwards, I make it a point to turn it back to the class and say, “Do you see how you …” By naming what it is they did to solve the problem , students can be more independent and productive as they apply and adapt their thinking when engaging in future complex tasks.

After a few weeks, most of the class understands that the teachers aren’t there to solve problems for the students, but to support them in solving the problems themselves. With that important part of our classroom culture established, we can move to focusing on the strategies that students might need.

Here’s one way I do this in the classroom:

I show the broken escalator video to the class. Since my students are fourth graders, they think it’s hilarious and immediately start exclaiming, “Just get off! Walk!”

When the video is over, I say, “Many of us, probably all of us, are like the man in the video yelling for help when we get stuck. When we get stuck, we stop and immediately say ‘Help!’ instead of embracing the challenge and trying new ways to work through it.” I often introduce this lesson during math class, but it can apply to any area of our lives, and I can refer to the experience and conversation we had during any part of our day.

Research shows that just because students know the strategies does not mean they will engage in the appropriate strategies. Therefore, I try to provide opportunities where students can explicitly practice learning how, when, and why to use which strategies effectively  so that they can become self-directed learners.

For example, I give students a math problem that will make many of them feel “stuck”. I will say, “Your job is to get yourselves stuck—or to allow yourselves to get stuck on this problem—and then work through it, being mindful of how you’re getting yourselves unstuck.” As students work, I check-in to help them name their process: “How did you get yourself unstuck?” or “What was your first step? What are you doing now? What might you try next?” As students talk about their process, I’ll add to a list of strategies that students are using and, if they are struggling, help students name a specific process. For instance, if a student says he wrote the information from the math problem down and points to a chart, I will say: “Oh that’s interesting. You pulled the important information from the problem out and organized it into a chart.” In this way, I am giving him the language to match what he did, so that he now has a strategy he could use in other times of struggle.

The charts grow with us over time and are something that we refer to when students are stuck or struggling. They become a resource for students and a way for them to talk about their process when they are reflecting on and monitoring what did or did not work.

For me, as a teacher, it is important that I create a classroom environment in which students are problem solvers. This helps tie struggles to strategies so that the students will not only see value in working harder but in working smarter by trying new and different strategies and revising their process. In doing so, they will more successful the next time around.

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Problem Solving for Kids: How-To Guide, Activities & Strategies

Children need to be able to solve their own problems. In daily life, kids face a lot of set of social circumstances and challenges. Whether they’re trying to figure out how to make friends, deal with bullies, or solve academic problems, they need strong problem-solving skills to be successful.

Problem-solving is a critical life skill that all kids need to learn. By teaching them how to identify and solve problems on their own, you’ll be setting them up for success in school and in life.

What are Social Problem-Solving Skills?

Social problem-solving skills are a skill set that involves behavioral and cognitive processes which allow an individual to find adaptive and positive ways of handling problematic situations that can arise in the social environment in our daily life. These skills comprise an understanding of emotions, empathy, self-awareness, prosocial behavior, anger management, perspective-taking, establishing positive relationships, and so on.

Why It’s Important for Children to Learn the Skills to Problem-Solve

Social problem-solving skills are important for kids to learn because they allow them to cope with the various challenges they face in their social environments, such as peer pressure, bullying, and exclusion from social groups. In addition, these skills can help them resolve conflicts effectively and build positive relationships with others.

How to teach Problem-Solving skills

There are many ways to develop social problem-solving skills in kids . One way is to provide them with opportunities to practice these skills through different activities and games.

There are a few key things that parents and educators can do to help kids develop strong problem-solving skills:

Teach Children to Identify the Problem

One of the most important steps in solving any problem is being able to accurately identify what the problem is. This can be tricky for kids, especially if they’re feeling emotional about the situation. Help them by teaching them how to take a step back and look at the problem objectively.

Help Kids Brainstorm Solutions

Once kids can identify the problem, it’s time to start brainstorming possible solutions. This is where creativity and out-of-the-box thinking come in handy. Encourage kids to think of as many possible solutions as they can, no matter how far-fetched they might seem.

Help Kids Weigh the Pros and Cons

After Children can come up with a few potential solutions, it’s time to help them figure out which one is the best option. This is where critical thinking comes in. Teach kids how to weigh the pros and cons of each solution and make a decision based on logic, not emotions.

Help Kids Implement the Solution

The final step is helping kids actually implement the solution they’ve chosen. This might involve role-playing different scenarios, practicing what they would say or do, or writing out a plan. Whatever the case, be sure to provide support and guidance every step of the way.

Praise Kids

It’s essential to praise your child when they demonstrate social problem-solving skills. This will help him feel confident in his abilities and encourage him to continue using these skills.

Also, proper guidance and opportunities to practice problem-solving skills should be provided for kids to be efficient enough to solve problems on their own. In addition to providing opportunities for practice, it is also important to model problem-solving skills for your child. 

By following these tips, you can help your child develop strong social problem-solving skills that will serve him well throughout his life.

Problem-solving in Child Development

Most children go through similar phases of problem-solving as they develop. However, the timing may vary depending on the child’s individual temperament and circumstances.

Here are some common milestones:

• Ages 2-3: During the age of 2-3 years, kids begin to understand that problems can be solved. They also start to develop a sense of self-control and can begin to use words to express their emotions.
• Ages 3-4: By 3-4 years old, kids are usually better at problem-solving and can use more logical thinking. They’re also beginning to understand other people’s feelings and perspectives.
• Ages 4-5: Around 4-5 years old, kids can usually think of multiple solutions to a problem. They’re also starting to understand the concept of cause and effect.
• Ages 5-6: By 5-6 years old, most kids can apply problem-solving skills in their everyday lives. They’re also able to understand complex emotions and empathize with others.
• Ages 6-7: Around 6-7 years old, kids are usually able to understand even more complex emotions. They’re also starting to see the world from other people’s perspectives and can use this knowledge to solve problems.
• Ages 7-8: By 7-8 years old, kids are often able to solve problems quickly and efficiently. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 8-9: Around 8-9 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.
• Ages 9-10: By 9-10 years old, kids are often able to solve complex problems. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 10-11: Around 10-11 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.
• Ages 11-12: By 11-12 years old, kids are often able to solve complex problems. They’re also able to think abstractly and see the world from multiple perspectives.
• Ages 12-13: Around 12-13 years old, kids are usually able to solve problems independently. They’re also beginning to understand the concept of time and how it can be used to solve problems.

As children get older, they should be able to solve more complex problems. If you’re concerned about your child’s problem-solving abilities, talk to their doctor or a child development specialist.

 Social Problem-Solving Strategies

There are several strategies that can help children of primary age to solve problems. Some of them are as follows:

• Encouraging children to take turns and share. This strategy helps children to be more patient and to understand that other people have feelings too. It also allows them to share their own feelings and thoughts more openly.
• Helping children to understand and express their emotions. This strategy helps children to identify and understand their own emotions , as well as the emotions of others. It also allows them to express their emotions in a more positive way.
• Teaching children how to compromise. This strategy helps children to understand that sometimes it is necessary to give up something in order to get something else. It also teaches them how to negotiate and how to reach an agreement with others.
• Encouraging children to think about other people’s perspectives. This strategy helps children to understand that other people have different points of view. It also allows them to see the world from another person’s perspective and to empathize with others.
• Helping children to understand and follow rules. This strategy helps children to understand that there are certain rules that must be followed in order to maintain order and peace. It also teaches them how to respect the rules of others.
• Teaching children how to improve their skills to problem-solve. This strategy helps children to understand that there are many ways to solve a problem. It also teaches them how to think creatively and to come up with their own solutions.

These are just a few of the social problem-solving strategies that can help children of primary age to solve problems. For more information, please talk to your child’s doctor or a child development specialist.

Social Problem-Solving Skills Activities

Games and activities for socialization are an excellent way for children for learning how to behave in social surroundings such as school or in the community.

It is essential for children to learn how to take turns, share, cooperate and resolve conflicts.

Here are some activities to improve social problem-solving skills for children of different age groups:

Social Problem-solving Activities for Preschoolers

Preschoolers are very young and need a lot of help to learn social problem-solving skills. The following activities are fun and will help them develop problem-solving skills.

• Circle Time: This is a great activity for kids to learn how to take turns and share. Give each child a turn to be in the center of the circle and share something about themselves such as their favorite color, food , animal, etc.
• Simon Says: This classic game is a great way for kids to listen and follow instructions. It also helps with problem-solving skills as they have to figure out what Simon is saying.
• Role-Playing: This is a great activity for kids to learn how to resolve conflicts. Have kids act out different scenarios such as sharing toys or taking turns. After each scene, discuss what happened and how the conflict could have been resolved.

Social Problem-solving Activities for Kindergarteners

Kindergarteners are still very young. So, they may need assistance when it comes to social problem-solving skills.

The following activities will give them a chance to practice these skills in a safe and fun environment.

• Cooperative Building: Have the kids work together in small groups to build towers or houses out of blocks or Legos. This activity will help them learn to share, take turns, and cooperate with others.
• Role-Playing: Act out different social situations with puppets or toys. For example, one child can be the customer in a store and the other children can take turns being the salesperson. This activity will help kids learn how to handle different social situations.
• Feelings Matching: Cut out pictures of people with different facial expressions from magazines or newspapers. Ask the kids to match the pictures with the corresponding feeling words (e.g., happy, sad, mad, etc.). This activity will help kids learn to identify and understand different emotions.

Social Problem-solving Activities for School-Aged Kids

As kids get older, they become more independent and are able to handle more complex social situations.

The following activities will help them practice their social problem-solving skills.

• Brainstorming: This activity can be done individually or in a group. Give your child a scenario and have them come up with as many solutions as possible. For example, “Your best friend just cancelled your play date. What are three things you could do?”
• Exercising empathy: It’s important for kids to be able to empathize with others and see things from their perspective. When they’re struggling to solve a problem, help them think about how the other person is feeling. For example, “Your friend might be feeling upset too. Maybe you can talk to her about why she cancelled the play date.
• Problem Solving Games: Games are a fun way to teach children the skills of solving problems. Try playing some classic board games like Chutes and Ladders or Candyland, which require players to make decisions and strategize. There are also many great online games, like Mission to Mars and Robot City, that help kids practice problem-solving.
• Discussing Problem-Solving Skills: As a family, discuss different problem-solving strategies. For example, “If you’re ever feeling overwhelmed or don’t know what to do, take a deep breath and think about what would be the best thing to do in that situation.”
• Model Good Problem-Solving Skills: As a parent, you are your child’s biggest role model. So, it’s important to model good problem-solving skills yourself. Whenever you’re faced with a problem, talk aloud about how you’re going to solve it. For example, “I’m having trouble finding my keys. I think I’ll check the couch first and then look in the car.”
• Encourage positive thinking: Help your child look on the bright side by encouraging them to think of the positive outcomes of a situation. For example, “Even though your play date was cancelled, you now have some free time to do something else you enjoy.
• Practice: It’s important to give kids opportunities to use their problem-solving skills in everyday life. When they’re faced with a social challenge, take a step back and let them try to figure it out on their own. Of course, be there to support them if they need help.

Social Problem-solving Activities for High-School Students 

High-school students often face a variety of social problems. They may have difficulty making friends, fitting in with classmates, or dealing with bullies.

Some students may also struggle with more serious issues, such as gangs, drugs, or violence.

There are a number of activities that can be used to help high-school students with improving their social problem-solving skills. These are as follows:

• Peer Mediation: This activity involves two or more students who are in conflict with each other. The mediator(s) helps the students to communicate with each other and find a resolution to the problem.
• Role-Playing: This is a great activity for helping high-school students to understand different perspectives. Students can take on the role of the person they are in conflict with, and then discuss how they would feel in that situation.
• Problem-Solving Groups: These groups usually consist of 4-6 students who meet to discuss a particular problem. The group leader(s) helps the students to brainstorm solutions and come up with a plan of action.
• Attending Debates: Debates can be a great way for high-school students to learn about different perspectives on social issues. Students can also practice their own argumentative and problem-solving skills by participating in debates.
• Service Learning: This is a type of community service that helps high-school students to understand and address social problems. Students typically work with organizations that focus on issues such as poverty, homelessness, or hunger.

Cultivating Resilience in Children

Developing resilience in children is a key aspect of nurturing their emotional health and equipping them to face life’s challenges head-on. It involves helping them understand that difficulties and setbacks are a normal part of life, and they can grow stronger from overcoming them.

By fostering a secure and loving environment, and by being role models of resilience ourselves, we can instill in children the ability to adapt to change and cope with stress.

One effective method to cultivate resilience in children is by encouraging them to express their feelings and thoughts openly.

Providing a safe space where they feel heard and understood helps them to understand their emotions better, which is a crucial step in resilience building. It’s important to validate their feelings, not minimize them, as it teaches them that it’s normal to experience different emotions, and it’s okay to discuss them.

Another significant way to build resilience is by teaching problem-solving skills. Guiding children through the process of identifying a problem, brainstorming possible solutions, choosing the best one, and reflecting on the outcome can equip them with valuable life skills.

As they practice, they will become more adept at facing challenges, whether big or small, and this boosts their confidence and self-efficacy. The beauty of resilience is that it isn’t an inherent trait; it’s a skill that can be learned and cultivated, one challenge at a time.

Teaching social problem-solving skills can help high-school students learn how to handle these types of situations. These skills can also help them in other areas of their lives, such as dealing with family conflict or managing their emotions.

Through these activities, high-school students can learn important problem-solving skills that will help them in their everyday lives.

There are many different activities that you can do to help your child develop problem-solving skills. Choose activities that are appropriate for your child’s age and interests.

And, most importantly, have fun!

Tips, D. (2022). Developing Problem-Solving Skills for Kids | Strategies & Tips | Kodable Blog. Retrieved 6 June 2022, from https://www.kodable.com/learn/problem-solving-skills-for-kids/

How to Teach Problem-Solving Skills to Children and Preteens. (2022). Retrieved 6 June 2022, from https://biglifejournal.com/blogs/blog/how-teach-problem-solving-strategies-kids-guide#:~:text=Allow%20your%20child%20to%20choose,the%20process%20of%20problem%2Dsolving .

Teaching Kids How to Solve Their Own Problems and Make Good Decisions. (2022). Retrieved 6 June 2022, from https://www.verywellfamily.com/teach-kids-problem-solving-skills-1095015

(2022). Retrieved 6 June 2022, from https://www.werockthespectrumkidsgym.com/social-skills-activities-that-teach-kids-problem-solving/

srivastava, m., & srivastava, m. (2022). 12 Problem-Solving Activities For Toddlers And Preschoolers. Retrieved 6 June 2022, from https://www.momjunction.com/articles/problem-solving-activities-for-toddlers_00795607/

20 Evidence-Based Social Skills Activities and Games for Kids. (2022). Retrieved 6 June 2022, from https://www.positiveaction.net/blog/social-skills-activities-and-games-for-kids

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Some students may need support to learn effective problem-solving skills. This resource can assist students to think of and evaluate options to a problem or situation. 

You can encourage and support students to use this tool to:

- come up with two options

- write the pros and cons of each option, and

- implement the option they think is best. 

In high school settings, some students may respond better to a short conversation. For these students, you can use the first page of the guide as a prompt sheet to facilitate talking through a problem. Short notes in a workbook of a student’s choosing as a reminder of decisions made may also be helpful.

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This resource can be used to support students to think of and evaluate options to a problem or situation. It includes a template for students to consider and compare two potential solutions.

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Problem solving skills are multi-faceted – a multitude of cogs are required to get the entire working machine of problem solving going. With that in mind, how can educators cultivate an environment that improves problem solving skills in the classroom?

In this article, we’ll discuss how you can teach problem solving skills in the classroom and provide a quick overview of its importance to child development.

The importance of problem solving for child development

Our entire lives are filled with problems. The problems themselves are inevitable, but it’s how we approach overcoming them that defines and shapes our futures. Problem solving skills can help to boost:

• Academic performance
• Career and life readiness
• Social skills

There is ample evidence to support this. In 2016, the Advisory Committee on Mathematics Education (ACME) stated that “In the modern world, young people need to be able to engage with and interpret data and information. They need to become flexible thinkers capable of dealing with novel problems and situations and analysing their own and others’ solutions to these.”

A 2016 meta-analysis v of existing research on the relationship between problem solving and academic achievement concluded that “…as from the senior grade of primary school and from earlier periods, development of problem solving abilities is important.”

The logic of having strong problem solving skills is sound. Equipped with what they need to solve problems, pupils grow in confidence. They’ll be more likely to hit a problem head on, and less likely to be negatively affected if they fail. These skills can applied to many aspects of life, stretching well beyond your job. Problem solving skills are also at play during many human interactions and social situations.

Strategies for teaching problem solving in school

Be a model problem solver, provide real-life contexts, never be afraid to go back to manipulatives, don’t just give them the answer.

If you encounter a problem when going about your day in school, why not get pupils involved in solving it? It’ll enforce the fact that problems are a natural occurrence for us all and give them valuable exposure and practice at solving them.

Get them involved as much as you can. Ask them questions about the problem that seeks their advice. Confidence is a huge part of problem solving. Without it, pupils will be too afraid to speak up to offer solutions they aren’t sure are right. But by seeking it out, you show them that you value their opinion, helping to build that confidence.

Engage pupils in problem solving by providing them with real-life contexts – problems that are found, or have been found, in the real world. You can also take the opportunity to link problem solving questions to the topic you are focusing on, or the class reader you are using.

For World War 2 topics, you might discuss the transportation of evacuees or for nature, you might look at climate change and the problem-solving issues real scientists face today. Not only are real-life contexts engaging, they ask pupils to explore the world around them and prepare them for futures in the workforce.

If you take a mastery approach to the teaching of maths, some pupils may struggle to go beyond the use of manipulatives. However, manipulatives and pictorial representations can be helpful at any learning stage – we draw out diagrams to explain ourselves for a reason. Give all pupils problem solving questions but differentiate by giving manipulatives to those who may struggle.

It’s good to expose all pupils to problem solving questions as a way of raising expectations and providing opportunity to all.

It’s a tenant of teaching across a vast array of areas, and problem solving skills is no different. Life isn’t about the failures that well inevitably hit, it’s about how you problem solve your way through them. Learning this life lesson early is so important for child development, and teachers are at the very heart of it.

Allow your class to sometimes get it wrong and in the long-term they’ll benefit from knowing that is all part of the process. Don’t just get them the answer, provide them with the tools to approach the problem in the right way and come to the correct solution in their own time.

Look for cross-curricular opportunities

Problem solving should appear in all subjects. Computational thinking is one of the main skills gained from coding and programming lessons. If you don’t already teach coding to your pupils, there are resources specifically designed to hone problem solving skills without the need for specialist computing knowledge. E.a.R.L coding robot is one of those resources. Pupils have to use logical thinking to program E.a.R.L to move around the classroom. Problem solving can be incorporated by providing obstacles for the floor robot to move around and a challenge of under so many steps can be given to pupils.

Problem solving can (and should) also appear regularly in P.E. lessons. Group work is especially effective in this setting. Problem solving is made a lot easier with more than one head involved. Give pupils problems that require cooperation, negotiation and creative thinking – all skills needed for great problem solving ability!

Never underestimate the power of language

Commonly, when it comes to problem solving in maths, it is not the maths that is the issue but the words that surround the calculation. It is a great idea to set aside time for constructive discussion about maths and problem solving.

Ask pupils about what they already know and what connections they can make when introducing a new topic. Write their answers on the board and add words and phrases yourself, creating a bank of vocabulary. Rich discussions about vocabulary used in problem solving questions and the use of precise mathematical language will help deepen pupils’ conceptual understanding.

There is no right or wrong answer

Problem solving can be a trial and error endeavour, but it’s all about correcting the process and thought behind a solution. Reinforcing the idea that making mistakes is ok is a crucial part of develop problem solving skills. For more advanced pupils who are used to getting everything right, this can an especially difficult step to make.

This might be where you can come in with an earlier suggestion. Take a problem on yourself and intentionally get it wrong at first. Show how that can help you to refine your method and get it right next time. Normalising this type of hiccup in the process will give your pupils the confidence to try things when they aren’t sure they will work.

Break it down

As pupils grow older and the problems they face become more complex, it might be helpful for you to help them break it down into more manageable chunks.

Get at the root of the problem, making it a less intimating prospect that’s easier to solve. To gently push them in right direction, ask open questions that aid them to think critically about what they need to do or what they have just done.

Here are a few examples:

• What do you think will happen if…?
• What would you do next time if you were to try this again?
• Why did you decide to do what you just did?

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Problem Solving

 A selection of resources containing a wide range of open-ended tasks, practical tasks, investigations and real life problems, to support investigative work and problem solving in primary mathematics.

Problem Solving in Primary Maths - the Session

Quality Assured Category: Mathematics Publisher: Teachers TV

In this programme shows a group of four upper Key Stage Two children working on a challenging problem; looking at the interior and exterior angles of polygons and how they relate to the number of sides. The problem requires the children to listen to each other and to work together co-operatively. The two boys and two girls are closely observed as they consider how to tackle the problem, make mistakes, get stuck and arrive at the "eureka" moment. They organise the data they collect and are then able to spot patterns and relate them to the original problem to find a formula to work out the exterior angle of any polygon. At the end of the session the children report back to Mark, explaining how they arrived at the solution, an important part of the problem solving process.

In a  second video  two maths experts discuss some of the challenges of teaching problem solving. This includes how and at what stage to introduce problem solving strategies and the appropriate moment to intervene when children find tasks difficult. They also discuss how problem solving in the curriculum also helps to develop life skills.

Cards for Cubes: Problem Solving Activities for Young Children

Quality Assured Category: Mathematics Publisher: Claire Publications

This book provides a series of problem solving activities involving cubes. The tasks start simply and progress to more complicated activities so could be used for different ages within Key Stages One and Two depending on ability. The first task is a challenge to create a camel with 50 cubes that doesn't fall over. Different characters are introduced throughout the book and challenges set to create various animals, monsters and structures using different numbers of cubes. Problems are set to incorporate different areas of mathematical problem solving they are: using maths, number, algebra and measure.

Problem solving with EYFS, Key Stage One and Key Stage Two children

Quality Assured Category: Computing Publisher: Department for Education

These three resources, from the National Strategies, focus on solving problems.

  Logic problems and puzzles  identifies the strategies children may use and the learning approaches teachers can plan to teach problem solving. There are two lessons for each age group.

Finding all possibilities focuses on one particular strategy, finding all possibilities. Other resources that would enhance the problem solving process are listed, these include practical apparatus, the use of ICT and in particular Interactive Teaching Programs .

Finding rules and describing patterns focuses on problems that fall into the category 'patterns and relationships'. There are seven activities across the year groups. Each activity includes objectives, learning outcomes, resources, vocabulary and prior knowledge required. Each lesson is structured with a main teaching activity, drawing together and a plenary, including probing questions.

Primary mathematics classroom resources

Quality Assured Collection Category: Mathematics Publisher: Association of Teachers of Mathematics

This selection of 5 resources is a mixture of problem-solving tasks, open-ended tasks, games and puzzles designed to develop students' understanding and application of mathematics.

Thinking for Ourselves: These activities, from the Association of Teachers of Mathematics (ATM) publication 'Thinking for Ourselves’, provide a variety of contexts in which students are encouraged to think for themselves. Activity 1: In the bag – More or less requires students to record how many more or less cubes in total...

8 Days a Week: The resource consists of eight questions, one for each day of the week and one extra. The questions explore odd numbers, sequences, prime numbers, fractions, multiplication and division.

Number Picnic: The problems make ideal starter activities

Matchstick Problems: Contains two activities concentrating upon the process of counting and spotting patterns. Uses id eas about the properties of number and the use of knowledge and reasoning to work out the rules.

Colours: Use logic, thinking skills and organisational skills to decide which information is useful and which is irrelevant in order to find the solution.

GAIM Activities: Practical Problems

Quality Assured Category: Mathematics Publisher: Nelson Thornes

Designed for secondary learners, but could also be used to enrich the learning of upper primary children, looking for a challenge. These are open-ended tasks encourage children to apply and develop mathematical knowledge, skills and understanding and to integrate these in order to make decisions and draw conclusions.

Examples include:

*Every Second Counts - Using transport timetables, maps and knowledge of speeds to plan a route leading as far away from school as possible in one hour.

*Beach Guest House - Booking guests into appropriate rooms in a hotel.

*Cemetery Maths - Collecting relevant data from a visit to a local graveyard or a cemetery for testing a hypothesis.

*Design a Table - Involving diagrams, measurements, scale.

Go Further with Investigations

Quality Assured Category: Mathematics Publisher: Collins Educational

A collection of 40 investigations designed for use with the whole class or smaller groups. It is aimed at upper KS2 but some activities may be adapted for use with more able children in lower KS2. It covers different curriculum areas of mathematics.

Starting Investigations

The forty student investigations in this book are non-sequential and focus mainly on the mathematical topics of addition, subtraction, number, shape and colour patterns, and money.

The apparatus required for each investigation is given on the student sheets and generally include items such as dice, counters, number cards and rods. The sheets are written using as few words as possible in order to enable students to begin working with the minimum of reading.

NRICH Primary Activities

Explore the NRICH primary tasks which aim to enrich the mathematical experiences of all learners. Lots of whole class open ended investigations and problem solving tasks. These tasks really get children thinking!

Mathematical reasoning: activities for developing thinking skills

Quality Assured Category: Mathematics Publisher: SMILE

Problem Solving 2

Reasoning about numbers, with challenges and simplifications.

Quality Assured Category: Mathematics Publisher: Department for Education

Teaching Problem-Solving Skills

Many instructors design opportunities for students to solve “problems”. But are their students solving true problems or merely participating in practice exercises? The former stresses critical thinking and decision­ making skills whereas the latter requires only the application of previously learned procedures.

Problem solving is often broadly defined as "the ability to understand the environment, identify complex problems, review related information to develop, evaluate strategies and implement solutions to build the desired outcome" (Fissore, C. et al, 2021). True problem solving is the process of applying a method – not known in advance – to a problem that is subject to a specific set of conditions and that the problem solver has not seen before, in order to obtain a satisfactory solution.

Below you will find some basic principles for teaching problem solving and one model to implement in your classroom teaching.

Principles for teaching problem solving

• Model a useful problem-solving method . Problem solving can be difficult and sometimes tedious. Show students how to be patient and persistent, and how to follow a structured method, such as Woods’ model described below. Articulate your method as you use it so students see the connections.
• Teach within a specific context . Teach problem-solving skills in the context in which they will be used by students (e.g., mole fraction calculations in a chemistry course). Use real-life problems in explanations, examples, and exams. Do not teach problem solving as an independent, abstract skill.
• Help students understand the problem . In order to solve problems, students need to define the end goal. This step is crucial to successful learning of problem-solving skills. If you succeed at helping students answer the questions “what?” and “why?”, finding the answer to “how?” will be easier.
• Take enough time . When planning a lecture/tutorial, budget enough time for: understanding the problem and defining the goal (both individually and as a class); dealing with questions from you and your students; making, finding, and fixing mistakes; and solving entire problems in a single session.
• Ask questions and make suggestions . Ask students to predict “what would happen if …” or explain why something happened. This will help them to develop analytical and deductive thinking skills. Also, ask questions and make suggestions about strategies to encourage students to reflect on the problem-solving strategies that they use.
• Link errors to misconceptions . Use errors as evidence of misconceptions, not carelessness or random guessing. Make an effort to isolate the misconception and correct it, then teach students to do this by themselves. We can all learn from mistakes.

Woods’ problem-solving model

Define the problem.

• The system . Have students identify the system under study (e.g., a metal bridge subject to certain forces) by interpreting the information provided in the problem statement. Drawing a diagram is a great way to do this.
• Known(s) and concepts . List what is known about the problem, and identify the knowledge needed to understand (and eventually) solve it.
• Unknown(s) . Once you have a list of knowns, identifying the unknown(s) becomes simpler. One unknown is generally the answer to the problem, but there may be other unknowns. Be sure that students understand what they are expected to find.
• Units and symbols . One key aspect in problem solving is teaching students how to select, interpret, and use units and symbols. Emphasize the use of units whenever applicable. Develop a habit of using appropriate units and symbols yourself at all times.
• Constraints . All problems have some stated or implied constraints. Teach students to look for the words "only", "must", "neglect", or "assume" to help identify the constraints.
• Criteria for success . Help students consider, from the beginning, what a logical type of answer would be. What characteristics will it possess? For example, a quantitative problem will require an answer in some form of numerical units (e.g., $/kg product, square cm, etc.) while an optimization problem requires an answer in the form of either a numerical maximum or minimum.

Think about it

• “Let it simmer”.  Use this stage to ponder the problem. Ideally, students will develop a mental image of the problem at hand during this stage.
• Identify specific pieces of knowledge . Students need to determine by themselves the required background knowledge from illustrations, examples and problems covered in the course.
• Collect information . Encourage students to collect pertinent information such as conversion factors, constants, and tables needed to solve the problem.

Plan a solution

• Consider possible strategies . Often, the type of solution will be determined by the type of problem. Some common problem-solving strategies are: compute; simplify; use an equation; make a model, diagram, table, or chart; or work backwards.
• Choose the best strategy . Help students to choose the best strategy by reminding them again what they are required to find or calculate.

Carry out the plan

• Be patient . Most problems are not solved quickly or on the first attempt. In other cases, executing the solution may be the easiest step.
• Be persistent . If a plan does not work immediately, do not let students get discouraged. Encourage them to try a different strategy and keep trying.

Encourage students to reflect. Once a solution has been reached, students should ask themselves the following questions:

• Does the answer make sense?
• Does it fit with the criteria established in step 1?
• Did I answer the question(s)?
• What did I learn by doing this?
• Could I have done the problem another way?

If you would like support applying these tips to your own teaching, CTE staff members are here to help.  View the  CTE Support  page to find the most relevant staff member to contact. 

• Fissore, C., Marchisio, M., Roman, F., & Sacchet, M. (2021). Development of problem solving skills with Maple in higher education. In: Corless, R.M., Gerhard, J., Kotsireas, I.S. (eds) Maple in Mathematics Education and Research. MC 2020. Communications in Computer and Information Science, vol 1414. Springer, Cham. https://doi.org/10.1007/978-3-030-81698-8_15
• Foshay, R., & Kirkley, J. (1998). Principles for Teaching Problem Solving. TRO Learning Inc., Edina MN.  (PDF) Principles for Teaching Problem Solving (researchgate.net)
• Hayes, J.R. (1989). The Complete Problem Solver. 2nd Edition. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Woods, D.R., Wright, J.D., Hoffman, T.W., Swartman, R.K., Doig, I.D. (1975). Teaching Problem solving Skills.
• Engineering Education. Vol 1, No. 1. p. 238. Washington, DC: The American Society for Engineering Education.

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Want to develop your pupils’ problem-solving skills? Here’s the solution

When children enter school in the early years, they are frequently put into problem-solving situations. They are encouraged to find solutions through hands-on play, to ask questions and to think in different ways.

Then they enter Year 1 and the focus changes. Instead of asking pupils to solve problems in their own time and in their own way, teachers are preparing them for phonics tests and the upcoming Sats in Year 2.

By the time these children reach Year 6, they have been through countless tests and may have lost their enthusiasm for problem-solving. They may also have lost confidence in wanting to try for fear they will fail or not score “highly enough”.

I’m sure I am not the first teacher who struggles to fit the test content into the year, let alone opportunities to problem-solve. If we want our children to develop the necessary life skills for a brighter future, to believe in themselves and to grow in confidence, we need to move away from a constant testing culture to one that focuses on inspiring a desire to learn, a desire to investigate and to not be afraid of making mistakes.

Skills for life

Problem-solving is a vital part of learning and should be given more attention in our teaching. The skills it develops will also enable students to become more robust and capable when they come to be tested. I have seen countless pupils sit the maths Sats reasoning paper, look at the problem and not even attempt it. These children have not developed the skills to find a starting point and the perseverance to puzzle out an answer. Problem-solving should be a daily feature of classroom life, in every subject and no matter what age pupils are.

Problem-solving isn’t confined to maths or science - it’s important throughout the curriculum, and throughout life. Through problem-solving, children develop their ability to bounce back, to be resilient and to understand that it is normal to make mistakes. They develop their independence and ability to think for themselves. They develop their self-esteem and ability to persevere.

As teachers, we can help develop problem-solving skills in our pupils in many ways. Here are some techniques that can be used daily with any age group, and which can work even amid the stresses and pressures of tests. 

Classroom climate

I have a sign up in my classroom that says: “Stuck? Good!” Many children enter my room on the first day of term and say: “Your sign isn’t very nice. Why would you want us to be stuck?” What they haven’t yet realised is that being stuck leads to getting unstuck, which is precisely when learning takes place.

Children need to be in an environment where it is OK for them not to know what to do next so they have to use their problem-solving skills to find the answer. Make it clear from Day 1 that it is normal to make mistakes and that this is when we learn the most.

Children will not grow as learners if they are afraid of geting something wrong - they will never want to take risks and will always choose the easier option. The first step in developing children’s problem-solving skills, therefore, is to stress the importance of mistakes. Watching teachers learn from their own mistakes, or celebrate when pupils learn from theirs, can be a massive eye-opener for children. This in turn will develop their tenacity and ability to bounce back - vital skills in problem-solving. 

Open-ended questions

Teachers use questions constantly throughout the day, many of which have nothing to do with learning (“Have you got a pen?”, “Why are you out of your seat?” and so on). They also rely heavily on closed questions. While these have a place in the classroom, it is the open-ended questions that will help to develop problem-solving skills.

For example, rather than asking “Is 13 a prime number?”, try phrasing the question differently. Asking “Why is 13 a prime number?” requires the child to think more deeply and changes the learning experience completely. Asking “why” forces children to think about how they have found their solution and consequently enables them to become better learners and critical thinkers.

You can include these types of questions in all your lessons until it becomes second nature. But be careful: it is also important to not rush a pupil when you’ve asked them a question like this. Make the children aware that you are not expecting an immediate answer because they need their “thinking time”. This will also help prevent the very eager child from shouting out the answer because they are frustrated that it has not been answered yet.

These kinds of open-ended questions promote a questioning culture in your classroom. Children will think more carefully about their answers and this will help to secure their understanding. It is also beneficial to allow the children to ask questions of each other and discuss the possible solutions.

Take a step back

It is normal for teachers to want to jump in and help a child that is stuck; it is what we are trained to do. However, stepping in too soon can stifle their thinking or send a message that you are not confident that they can think for themselves.

Instead, take a step back. A child may solve something in a completely different way from an adult and they need the opportunity to work this out independently. In computing sessions, I often make a point to the children that I am not coming to help them, not because I don’t care or want to support them, but because I want them to explore and develop their coding strategies without me telling them how to do it. If a child is struggling, you can always pair them up to share ideas in the initial stages. 

Modelling/sharing strategies 

If we want children to become excellent problem-solvers, they need to see what excellent problem-solving looks like. When facing a problem, share your thought process with the children as you solve it. You could either pose a problem at the start of the lesson and model a possible strategy at the end (to allow the children to think for themselves), or pose a problem and model the solution right away, to help those who are struggling to find a starting point.

It is also important to give the children the chance to share their strategies. I am continually surprised at the many different ways children have of working out the same problem. No two children think exactly the same and this is where we can show them how important it is to be unique and think differently.

Children are creative and imaginative, and should be given the opportunity to share the way they think with those around them. They shouldn’t grow up feeling pressurised or daunted by their peers but embrace the fact that they solve problems in different ways and at different speeds. This will help to instil the message that they matter and what they think matters, and will help to boost their self-esteem. 

Problem-solving is an integral life skill. It helps to build character, resilience and perseverance. Problems - or challenges - provide us with opportunities to see things in a different way and promote lateral thinking. If a child lacks problem-solving skills, they may avoid trying new things or act hastily when presented with a problem. This will leave them ill-equipped for the ever-changing world ahead of them.

The careers we are preparing pupils for now may not even exist yet. However, with the right skills students can tackle and overcome any problem that they come across. Using the strategies explained above will help not only to develop a culture where it is OK to take risks, make mistakes and test new ideas, but will also bring problem-solving into your classroom on a daily basis - even when you are teaching content for the Sats tests.

If we develop these skills right from the start and continue throughout primary school, pupils will feel confident and passionate for learning and have a willingness to engage.

Ian Wood (pseudonym) is an assistant head at a school in South-West London.

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15 Best Problem Solving Activities: Foster Critical Thinking

1. Rolling Dice

2. build a tower, 3. tic tac toe, 4. scavenger hunt, 6. activity books, 7. board games, 9. human knot, 10. open-ended questions.

Problem solving activities for kids are a great way to teach them how to think critically and creatively, and how to develop a growth mindset . We’re sure you must have also played many educational games as a kid that helped you develop critical thinking or problem-solving- skills you’re using even today. These activities can be tailored to be fun and engaging, and they help kids understand that challenges and difficulties are opportunities to learn and grow instead of things to be feared.

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By providing kids with problem-solving activities, we can give them the tools to develop their problem-solving skills and build the confidence to tackle difficult challenges, which will be valuable to them throughout their life. It will also help them understand that their abilities can be developed with practice and hard work, encouraging them to persevere through difficult tasks and not give up easily when faced with obstacles. If you’re looking for some fun and engaging problem solving activities for children to develop a growth mindset, we have curated a list of activities for you.

15 Best Problem Solving Activities for Kids

Things you’ll need: A die or dice, some flashcards and a pen

How to do: You can play tons of different games with dice. Playing with two dice encourages kids to quickly add up numbers and learn math in a fun way . One fun game you can play with a single die involves flashcards. For this game, you can assign a category to each number on the die and when the kid rolls the die, they have to name any 3 examples from the category assigned to the number rolled. For example, if number 4 is assigned to animals and it is rolled, they will have to name any 3 animals. 

Things you’ll need: Building blocks, lego, toilet rolls or anything that can be stacked

How to do: If you’re looking for problem solving activities for 5 year olds, this is for you. To play this game, just give the kids anything that can be stacked on top of the other. This can be building blocks, lego, Jenga blocks, toilet rolls, etc. The challenge is to stack one on top of the other and see how high a tower they can build. This game can be played in teams or individually as well. 

Things you’ll need: A tic tac tow board or pen and paper

How to do: This is one of the most exciting problem solving fun activities for students. You can either play this game on a tic tac toe board or on paper. If you’re playing it on paper, draw a table so that you have 9 boxes. Now each player must choose X or O and try to make a continuous row of their chosen symbol. Whoever succeeds wins. 

Things you’ll need: Small toys, stationery items, or anything you want to include in a scavenger hunt

How to do: Assign the teams or individual players specific items they have to find in a defined area. This can be an indoor or outdoor activity for kids . Give them a list of the things they need to find, and you can also give them hints on where to find these things. Whoever or whichever team finds all the things first wins. 

Things you’ll need: A puzzle game

How to do: Get a puzzle set. This can be a regular cardboard puzzle or a wooden puzzle and ask the players or teams to arrange it. You can make this a timed challenge or just let the kids solve the puzzle in their own time and have fun. 

Things you’ll need: Activity books and pencils

How to do: This is one of the best problem solving activities for kids. Activity books are great for children’s problem-solving skills to develop. Buy them activity books containing games like find the element, what’s wrong with the pictures, or hidden picture books. 

Things you’ll need: Board games like Ludo, Snakes and Ladders, Monopoly Junior, and Go Fish

How to do: Give them board games like Ludo, Snakes and Ladders, Monopoly Junior, Go Fish, etc. These board games help kids to develop logic, think deeper, plan ahead and solve problems. 

Things you’ll need: A chalk

How to do: Build a maze with chalk on the sidewalk. Make sure you add a few dead-end ways to make it more challenging for the kids. Once the kid is able to walk through and come out of the maze, take the game to the next level by adding even more dead-end ways and see how they overcome the challenge. 

Things you’ll need: Just a playground or garden

How to do: This is a great group activity for kids that’ll also teach them lots of skills. Ask the kids to form a circle and raise their right arm up. Now ask them to reach out to someone standing opposite to them in the circle and hold their left hand with their left hand. Now ask them to raise their left hands up and repeat the process with their right hands. The objective is to entangle them completely and then ask them to detangle themselves without letting go of anyone’s hands. 

Things you’ll need: Pen and paper 

How to do: Once you’re done with an activity, ask kids open-ended questions. These are questions that have no right or wrong answers. Some examples of such questions are- “Did you find this activity easy?”, “What did you enjoy the most about this activity?”, “How would you make this activity more fun?”, etc. 

11. Wool Web

Things you’ll need: Balls of yarn

How to do: This is one of the most exciting group problem solving classroom activities for kids . Divide the players into equal teams and ask them to form a circle. Hand them over one ball of yarn each and ask them to make a web of it amongst the teams. Set a time limit for this step, and once it is done, switch the webs so that none of the teams has their own webs. Now the teams will decide on one player from each team to be blindfolded. This blindfolded player will have to untangle to web assigned to their team with the help of verbal instructions from their teams. The team that untangles the web first wins. 

12. Fingertip Hula Hoop

Things you’ll need: Hula hoops

How to do: Divide the kids into teams of 6-8 for this game. Each team will stand in a circle and then be asked to raise their hands up. Now, place a hula hoop on top of their fingertips and ask them to bring it down slowly and make it touch the ground without it falling down or leaving the fingertips. The team to finish the task first wins. 

13. Obstacle Course

Things you’ll need: Pillows, blankets, mattresses, cones, balls, chairs, etc. 

How to do: Build an obstacle course indoors or outdoors with whatever you can find. This makes for one of the most engaging problem solving games for kids. Ask your kids to cross the obstacle course as fast as they can. To make it a bit more challenging, you can also ask them to race against each other to cross the obstacle course. 

14. Memory Games

Things you’ll need: Playing cards

How to do: For this fun cards game, place all the cards face down and take turns to turn 2-4 cards. If you are able to open two similar cards (in number), you get to keep the pair. The player with the highest number of cards with them in the end wins.  

15. Impromptu Plays

Things you’ll need: A stage

How to do: This is one of the best problem-solving exercises for kids to play in groups. If you have a large group, divide the kids into teams of 6-8. If the group is smaller, just make the kids stand individually. Now make a few chits on a theme that has questions that form a difficult situation or a challenge. For example, you can put in chits with questions like “You just found your friend cheating in an exam. What do you tell them?” or “Your younger sibling just broke your favorite toy. How do you react?”. Each team must enact a scene that includes the situation their chit has. If the group isn’t that big, each kid must speak about the same chit but have different perspectives. 

Why Are Problem Solving Skills Important for Kids?

Developing problem solving skills is extremely important for kids as it helps them to navigate easily around difficulties later on in life. As adults, we’re faced with challenging situations every day, and without our basic problem-solving skills, we wouldn’t be able to survive.

Problem solving skills also help kids to make effective decisions. It helps them resolve problems all at once without reducing them to smaller problems. Once kids develop problem solving skills, it is easier for them to develop other skills as well like critical thinking, cooperation and collaboration with others.

Having problem solving skills helps kids to become more creative and think differently than others and enables them to become independent. These skills also help kids develop decision-making skills and build their confidence along the way as they take the right decisions.

Frequently Asked Questions (FAQs)

What are the 5 problem solving skills.

The five problem solving skills are identifying the problem, producing possible results that might work, picking one solution from these, applying the chosen solution and evaluating the results.

What are some examples of problem-solving skills in kids?

Some of the problem solving skills in kids are research, creativity, team-building, communication, active listening, decision-making, and analysis. If you find some of these skills in a kid, chances are they’re great at problem solving.

What is problem solving learning?

According to cornell.edu, Problem solving learning is an approach wherein students are asked open-ended questions about a certain topic, and they must resolve and answer  the same in groups.

At what age do children begin problem-solving?

According to a study by Shaffer , kids can start developing basic problem solving skills from the age of three. This further continues to develop as they grow.

What are three problem-solving techniques

According to deakin.edu , the three most basic problem solving techniques are defining the problem, listing out all the possible solutions, and evaluating the options.

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Development of Students’ Problem-Solving Skills in Primary School Physics Lessons

• First Online: 14 December 2022

Cite this chapter

• Jörgen Ivar Sikk 11 &
• Kairit Tammets 11  

Part of the book series: Cognition and Exploratory Learning in the Digital Age ((CELDA))

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PISA studies have concluded that while the level of knowledge, among students in Estonia, is good, the level of higher-order thinking skills is lower, especially in natural sciences, which is accompanied by lower study motivation. In order to study the level of higher order thinking skills and what influences those skills, an action-research was conducted. The research was done in Tallinn 21st School with 90 students from the 8th grade. The students studied, using digital learning resources (DLR), enhanced study material specifically made to increase their higher order thinking skills, and more precisely problem-solving skills. In order to study the effects of the study material, student’s problem-solving skills were measured before and after using the new study material. Also, the students had to answer a questionnaire, which was measuring their study motivation and self-confidence. The research concluded that the study material has an effect on the level of problem-solving skills, but the statistical evidence was lacking to clearly understand the significance of the new study material.

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Sikk, J.I., Tammets, K. (2023). Development of Students’ Problem-Solving Skills in Primary School Physics Lessons. In: Ifenthaler, D., Sampson, D.G., Isaías, P. (eds) Open and Inclusive Educational Practice in the Digital World. Cognition and Exploratory Learning in the Digital Age. Springer, Cham. https://doi.org/10.1007/978-3-031-18512-0_11

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Problem Solving Skills for Students: Top 8 Proven Strategies

Table of Contents

1. Follow the Problem Solving Process Step-by-Step

2. review previous challenges, 3. “3 before me” rule, 4. enhance problem solving elements, 5. apply proven methods from established theories, 6. create an open, non-critical setting, 7. be a good role model, 8. observe, evaluate, and share feedback, ishcmc – nurturing future problem solvers, faqs on problem solving skills for students.

This article explores eight proven strategies that enhance problem solving capabilities in students, gives problem solving skills examples for students , and provides a guide on how to improve problem solving skills in students .

Educators who use these strategies with their students can give them the knowledge and abilities to approach challenges bravely and creatively, establishing the foundation for lifelong learning and adaptability.

• Follow the Problem Solving Process Step-by-Step
• Review Previous Challenges
• “3 Before Me” Rule
• Enhance Problem Solving Elements
• Apply Proven Methods from Established Theories
• Create an Open, Non-Critical Setting
• Be a Good Role Model
• Observe, Evaluate, And Share Feedback

The problem solving process is a structured approach that systematically guides students to tackle challenges. It involves:

• Identifying the Problem: Clearly state the problem. What are you trying to solve? Be specific about the issue(s).
• Considering Different Perspectives: Practice active listening to understand various viewpoints.
• Brainstorming: Generate potential solutions without evaluation.
• Evaluating Options: Assess the pros and cons of each solution.
• Selecting the Best Solution: Choose the option with the highest potential for success and consider its consequences.
• Implementing the Decision: Develop a plan and execute it.
• Monitoring Progress: Track the implementation and adjust as necessary.

Encourage students to reflect on past experiences when they encountered similar problems. Students can draw from their previous solutions by asking themselves, “Have I ever seen a problem like this before?”. Self-reflection can promote self-reliance and build confidence in problem solving skills for students . When instructors have pupils journal their challenges and solutions, it can help speed up the process.

Additionally, discussing case studies or real-life examples in class allows students to apply their knowledge to new situations . Reviewing past challenges strengthens students’ problem solving abilities and helps them better understand how to approach various problem types.

Implementing the “3 Before Me” rule can foster a collaborative learning environment where students support each other in problem solving endeavors. Educators promote autonomy, resourcefulness, active peer learning, and communication by encouraging students to seek peer help with 3 classmates before approaching the teacher.

During class activities, teachers might model the application of this rule and explain its rationale.  Through the practice of “3 Before Me,” students can use their peers’ combined knowledge and experience, which improves their problem solving skills and builds a sense of support and community.

Provide kids with options in various circumstances to encourage them to make judgments . Let them weigh their advantages and disadvantages, stimulating critical thinking and decision-making skills.

Incorporate decision-making opportunities into everyday activities, such as selecting food or planning leisure activities. Students who participate in these exercises can improve their analytical skills and learn to predict the effects of their decisions.

Furthermore, educators can introduce structured decision-making frameworks, such as cost-benefit analysis or SWOT analysis, to provide students with a systematic approach to evaluating options. Only when educators empower students with these tools and methods can the students make informed decisions and efficiently overcome complicated challenges.

Integrating psychological theories into problem solving approaches can broaden students’ perspectives and enhance problem solving skills . For instance, the “psychological distancing” theory suggests detaching emotions from problem solving to facilitate objective analysis.

Educators can assist students in getting a better knowledge of underlying issues, seeking potential solutions, and eliminating the chances of biases or preferences by encouraging them to approach situations objectively.

Similarly, the “ heuristic framework ” can help students break down complex problems into manageable components, facilitating strategic planning and problem decomposition .

Educators can incorporate components of this framework, such as backward planning, into classroom activities to encourage students to approach problems systematically. By applying these theories in practical contexts, students can develop adaptable problem solving strategies across various domains and situations

Furthermore, educators can leverage established pedagogical frameworks, such as the International Baccalaureate (IB) programme of ISHCMC, to promote critical thinking and problem solving skills for students . ISHCMC’s IB curriculum emphasizes inquiry-based learning, encouraging students to explore complex issues, ask probing questions, and develop analytical reasoning skills.

ISHCMC educators promote active learning by engaging students in inquiry-based activities, helping them develop a thorough comprehension of essential topics. The IB’s holistic approach to education also prioritizes the entire student body’s academic, emotional, and social growth.

Creating a supportive environment for students to express ideas freely fosters problem solving skills . Educators achieve this through open communication , risk-taking encouragement , and valuing diverse perspectives . With constructive comments and positive reinforcement, educators assist students in developing resilience and self-assurance when confronting obstacles.

Additionally, incorporating collaborative learning activities, such as group discussions and peer feedback sessions, can enhance problem solving skills by encouraging students to engage with different viewpoints and approaches . Educators create an open, non-critical setting to empower students to explore innovative solutions and develop creative problem solving strategies.

Educators, as role models, can significantly shape students’ problem solving skills through their behaviors and attitudes . By demonstrating effective techniques and decision-making processes, teachers offer effective guidance to students. Involving students in discussions and activities allows them to practice critical thinking and problemsolving in real-world scenarios.

For instance, educators can create opportunities for students to observe problem solving in action, such as case studies or simulations. By modeling structured problem solving approaches and offering feedback and encouragement, educators inspire students to develop their problem solving abilities and become confident, independent learners.

Educators should observe students’ problem solving processes, offer timely feedback , and encourage continuous reflection and improvement to identify strategies, specify areas for growth, and provide support.

Constructive feedback that highlights students’ strengths and areas for improvement helps refine their problem solving skills . A culture of ongoing feedback and reflection enables students to take responsibility for their education and develop the resilience and adaptability to navigate challenging situations effectively.

Through observation, assessment, and feedback, educators help students become competent and self-assured problem solvers.

How to teach problem solving skills for students is paramount in preparing them for the challenges they will encounter academically and in their future careers. By implementing proven strategies such as following a structured problem solving process, reviewing previous challenges , and encouraging an open and collaborative learning environment , educators can empower students to become confident and adept problem solvers.

At ISHCMC, we strive to nurture future problem solvers through our rigorous academic standards and holistic approach to education .

As the first fully authorized IB World School in Ho Chi Minh City , we provide students opportunities to develop their problem solving skills through inquiry-based learning, collaborative projects, and real-world applications .

Apply to ISHCMC today to nurture your children for success in a rapidly changing world!

Besides how to assess problem solving skills in students , and examples of problem solving skills for students , we will delve into other common questions about students’ problem solving skills for academic and personal growth.

1. What are problem solving skills for students?

Problem solving skills for students involve more than just applying learned procedures. entail understanding the environment, identifying complex problems, reviewing information, developing and evaluating strategies, and implementing solutions to achieve desired outcomes. True problem solving involves applying a method to a specific problem under certain conditions that the solver hasn’t encountered before.

Teaching problem solving should involve modeling effective methods, contextualizing skills within specific subjects, aiding students in problem understanding, allocating sufficient time for practice, and prompting analytical thinking through questions and suggestions while linking errors to misconceptions for learning.

This approach promotes critical thinking and decision-making abilities crucial for addressing genuine challenges.

2. At what age do children start developing problem solving skills?

Problem solving skills begin to develop around the age of 2 to 3 . By age three, children start to apply problem solving skills in particular situations. However, very young children’s problem solving skills are constrained by three factors: a short attention span, challenges in understanding cause-and-effect relationships, and lack of experience in tackling problems independently.

Such foundational skills continue to develop and become more sophisticated throughout childhood and adolescence. Influences such as education, personal experiences, and overall cognitive development shape and enhance problem solving abilities.

By adolescence, individuals usually have a more developed capacity to handle problems at a higher level of complexity, think critically, and come up with innovative solutions.

3. What are the benefits of problem solving skills for students?

Problem solving skills offer numerous benefits for students:

• Improved Academic Performance: Enhance critical and analytical thinking, improving academic results across subjects.
• Increased Confidence: Encourage independence, fostering resilient learners unafraid of challenges, preparing them for future complexities.
• Real-World Preparedness: Equip students to tackle evolving challenges by fostering collaboration, respect for diverse perspectives, and innovative problem solving approaches.
• Distinguishing Between Issues: Help differentiate solvable problems from unsolvable ones, promoting effective decision-making.
• Enhanced Understanding: Encourage deeper comprehension of causality, fostering resilience and adaptability.
• Social and Situational Awareness: Promote better time management, patience, curiosity, resourcefulness, and determination.
• Employability: Develop essential skills for working in teams, adapting to new and unique challenges, and meeting employer demands.

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• Published: 18 July 2023

Fostering twenty-first century skills among primary school students through math project-based learning

• Nadia Rehman   ORCID: orcid.org/0000-0002-4172-625X 1 ,
• Wenlan Zhang 1 ,
• Amir Mahmood 1 ,
• Muhammad Zeeshan Fareed 2 &
• Samia Batool 3  

Humanities and Social Sciences Communications volume  10 , Article number:  424 ( 2023 ) Cite this article

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• Development studies

In today’s modern world, students must be equipped with twenty-first century skills, particularly those related to solving real-life problems, to ensure competitiveness in the current global economy. The present study employed project-based learning (PBL) as an instructional tool for teaching math at the primary level. A convergent mixed-methods approach was adopted to determine whether the PBL approach has improved students’ twenty-first century skills, including collaborative, problem-solving, and critical thinking skills. Thirty-five students of the experimental group were treated with PBL, while 35 students of the control were treated with the traditional teaching method. ANCOVA test for “critical thinking skills” showed a significant difference between the experimental and control group ( F  = 104.833, p  = 0.000 < 0.05). For collaborative skills, results also showed a significant difference between the two groups ( F  = 32.335, p  = 0.000 < 0.05). For problem-solving skills, the mean value of experimental (25.54) and control group (16.94) showed a high difference after the intervention. The t -value (8.284) and the p value ( p  = 0.000) also showed a highly significant difference. Observations of the classroom also revealed the favorable effects of employing PBL. PBL activities boosted the level of collaboration and problem-solving skills among students. Students could advance their collaboration abilities, including promoting one another’s viewpoints, speaking out when necessary, listening to one another, and participating in thoughtful discussions. During the PBL project, students’ active participation and effective collaboration were observed, significantly contributing to its success.

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Introduction.

Learners of the twenty-first century need to equip with the core knowledge and necessary skills to perform in various situations to succeed. There are many different educational philosophies, each of which contains essential elements for human development (Parrado-Martínez and Sánchez-Andjar 2020 ). In 2017, Alif Ailaan published a report entitled “Powering Pakistan for the 21st -Century,” highlighting the dismal state of math and science education nationwide. Report data showed that, on average, fourth graders earned 433 out of 1000 points in math on the National Education Assessment System exam. The survey concluded that students performed exceptionally poorly in mathematics and geometry (Ailaan 2017 ). Most students in public schools are not actively involved in their education because of the teacher-centered nature of the classroom. In teachers’ eyes, students’ knowledge, passions, and individuality are irrelevant (Rehman et al. 2021 ).

The National Education Policy of 2009 states that teachers should adapt their teaching methods according to the need of the students and situation. The National Curriculum for 2006 also emphasizes a significant shift in the teacher’s role, from information transmitter to classroom environment maker, to assist students in gaining a sound knowledge of mathematical topics. Several factors affect how effectively the math curriculum is put into practice. These factors include the school setting, student demographics, and instructional resources (Mazana et al. 2018 ). Teachers must adopt cutting-edge practices to ensure their students are well-equipped for the twenty-first century. Using ICT, these novel methods may assist teachers in honing these abilities and adapting instruction to meet the moment’s needs (Muthukrishnan et al. 2022 ).

PBL and twenty-first century skills

In the twenty-first century, cognitive abilities are an unquestionably reliable measure of a student’s success (Saduakassova et al. 2023 ). Students of this generation need to be aware of how the world is changing and prepare themselves with the skills necessary for a more challenging way of life (Wongdaeng and Hajihama 2018 ). Students need to be able to engage in critical thinking to survive in this competitive era. It will enable them to take the initiative and devise meaningful solutions to emerging problems (Suwastini et al. 2021 ). Students need to have strong communication skills and the ability to work effectively with others to succeed in today’s world when networking is essential to one’s career (Akcanca 2020 ). Students must have an imaginative and creative mindset to keep up with the rapid advances. The terms “communication”, “cooperation”, “creativity”, “problem-solving skill”, and “innovation skills” are often referred to as “the 4Cs” that PBL supports; in the present study, the author only focused on the three skills, collaborative, critical thinking and problem-solving that has more influence in math learning (Almazroui 2023 , pp. 125–136).

Educational professionals have recognized the importance of the 4Cs to student success. They have proposed that PBL as an instructional design can improve students’ mastery of the 4Cs (Kurniahtunnisa and Wowor 2023 ). According to Moghaddas and Khoshsaligheh ( 2019 ), PBL is a teaching strategy that falls under the constructivist approach and centers on having students participate in a series of research-oriented activities that require their collaborative actions to achieve the goal. By participating in these activities and interacting with others, students’ critical thinking, communication, collaboration, and creative abilities can be enhanced (Papanastasiou et al. 2019 ).

There are several problems with Pakistan’s educational system, including a lack of funds, inefficient program execution, and poor management and instruction (Shah Bukhari et al. 2022 ). As a result, most of our educational institutions continue employing more conventional instruction modes. Math is the most powerful tool for acquiring knowledge that exists in the world (Sithole et al. 2017 ). Math is the discipline in the scientific world that focuses on developing individuals’ perceptual and cognitive abilities. History shows that every ancient civilization placed a high value on mastering arithmetic. History also shows that every ancient civilization greatly valued becoming proficient in arithmetic (Alsaad et al. 2023 ). Students who are not good at math struggle academically due to their lack of enthusiasm for studying the subject since they either do not find it interesting or challenging. Children lose interest in understanding complex concepts such as algebra, arithmetic, or geometry at a young age when teachers force them to learn without focusing on the twenty-first century skills (Abramovich et al. 2019 ). The present study investigates the impact of PBL on students’ twenty-first century skills, including problem-solving, critical thinking, and collaborative skills.

Reasons for implementing project-based learning in math

One of the main reasons for implementing PBL in math is to address the low math scores of Pakistani students, as reported by TIMSS 2019 and Alif Ailaan reports ( 2017 ). Finland has improved its ranking in PISA by implementing PBL in its education system, which has helped to promote student-centered learning, collaboration, and problem-solving skills and to develop a deep understanding of the subjects studied, resulting in improved academic performance. PBL can help students to develop a deeper understanding of mathematical concepts and skills through hands-on, real-world problem-solving activities. For technology-deprived classrooms, PBL effectively engages students in active learning experiences, such as group projects and case studies. Technology integration is impossible in many public schools due to a lack of access to basic infrastructure such as electricity and internet connectivity. Implementing PBL in math can promote student motivation, collaboration, and creativity, essential for developing twenty-first century skills and preparing students for future careers. PBL can shift the focus from teacher-centered instruction to student-centered learning, allowing students to take ownership of their learning and develop critical thinking skills.

Research question

Q1. Is there any statistically significant difference in the students’ collaborative skills between the experimental and the control group?

Q2. Is there any statistically significant difference in the students’ problem-solving skills between the experimental and the control group?

Q3. Is there any statistically significant difference in the students’ critical thinking skills between the experimental and the control group?

Q4. How do students collaborate with group members during classroom project learning?

Literature review

Pbl and collaborative skills.

Collaborative learning (CL) is a fundamental component of the twenty-first century skills. It involves students collaborating to exchange ideas, solve an issue, or achieve a common objective (O’Grady-Jones and Grant 2023 ). In math education, CL’s popularity skyrocketed in the 1980s, but it has continued to develop since then (Simon 2020 ). The educational strategy known as collaborative learning tries to improve students’ education by having them work on projects together in groups (Vogel et al. 2016 ). This method encourages students to construct their meaning from various sources of knowledge rather than relying solely on memorizing facts and figures. To complete a wide range of class projects and assignments, students work together in small groups to better grasp complex ideas and concepts (Roldán Roa et al. 2020 ). Primary factors determining the efficacy of collaborative work are students’ level of involvement in the learning process and teachers’ readiness to evaluate project outputs (Kaendler et al. 2015 ).

In PBL, students are encouraged to work in groups of two or more pairs or classes to discover common ground, develop ideas, define concepts, or generate an end product (Rizkiyah et al. 2020 ). Students attentively follow the teacher’s instructions and diligently interpret and apply their understanding of the course material, demonstrating their grasp through study and application (Qureshi et al. 2021 ). The usage of CL has brought about a profound shift away from the old classroom atmosphere centered on the teacher delivering lectures. The ways of taking notes, listening to a lecture, and simply observing may only partially disappear in a classroom setting, emphasizing collaboration. However, they coexist with other strategies for promoting active learning and student conversation regarding the course content (Kollar et al. 2014 ). Teachers who employ interactive teaching methods perceive themselves not merely as transmitters of expert knowledge to students but, more significantly, as mentors or coaches facilitating a mature learning process. They see their role as expert designers of the cognitive experiences their students engagement. This shift in perspective allows them to engage students better in the learning process (Lim et al. 2023 ).

Recent research has shown that both meaning and behavior influence the process of learning. During collaborative learning activities, the students are encouraged to overcome challenging obstacles. Immersive learning activities often begin with topics in which students must supply particular facts and perspectives (Almazroui 2023 ). Contrarily, traditional classrooms typically initiate by providing information and concepts before transitioning into a practical application (Markula and Aksela 2022 ). In this setting, teachers expect students to quickly evolve from their roles as preliminary researchers, dealing with questions and answers or problems and solutions, to becoming competent experts. It requires them to employ higher-order thinking and problem-solving strategies (Brown et al. 1989 ). Despite the term “collaborative learning” being widely applied across various fields and disciplines, it still needs universal approval. Though many may still need to grasp the concept fully, certain commonalities tend to emerge (Qureshi et al. 2021 ). In the twenty-first century, there was a rise in working together. Because the focus has shifted from individual actions to group efforts and from the individual to society, it is more vital than ever for people to think about and collaborate on significant issues (Laal et al. 2012 ).

PBL and problem-solving skills

Project-based learning is an approach to education in which students demonstrate mastery of a topic by developing and presenting their solutions to real-world problems (Chiang and Lee 2016 ). In the planning stage, students must evaluate the needs for product development, identify issues with current products, and modify these products based on the principle of creative problem-solving. PBL can benefit students’ knowledge, skills, attitudes, and creativity in problem-solving capacities (Andanawarih et al. 2019 ). However, unlike conventional teaching methods, project-based education can be challenging to put into practice. Tee ( 2018 ) stated that students must communicate effectively to ensure the success of project-based learning projects. The students struggled through the project planning phase to apply the concept of creative problem-solving, which is essential when building a product (Artama et al. 2023 ). Therefore, educators are encouraged to craft a guide for innovative problem-solving by harnessing student-generated product concepts. However, the current student knowledge and abilities level can challenge the effective implementation of project-based learning (DeCoito and Briona 2023 ). Students are to fault for this since they need more practice solving problems or participating in project-based learning. The students’ incapacity to apply strategies for overcoming creative obstacles while learning contributes to the low quality of their work (Kiong et al. 2022 ). Therefore, it is essential to emphasize the use of creative problem-solving strategies in PBL to provide students with the means to finish the projects associated with each chapter with relative ease and better prepare them for higher education (Devanda and Elizar 2023 ).

PBL and critical thinking skills

In addition to content knowledge, PBL fosters skills like critical thinking, creativity, lifetime learning, communication, teamwork, flexibility, and self-evaluation (Artama et al. 2023 ). Creating science and mathematics curricula aims to train students to think more critically. Analytical and critical thinking is examining data, making inferences, articulating ideas, and assessing claims. However, the student’s critical thinking skills are still formative (Mutakinati et al. 2018 ). For this reason, schools must implement programs that help students develop their abilities in areas like creativity and critical thinking, which are in high demand in the modern workplace. Project-based learning is an effective method of teaching and learning in the contemporary era. This approach in the education sector offers equal treatment of real-world issues. At the outset of each lecture, students examine problems from the real world, which are then recast as problems for them to solve in pairs or small groups (Pan et al. 2023 ).

Critical thinking is an essential life skill. Future success requires students to have strong communication and critical thinking skills. Critical thinking is analyzing and evaluating one’s thinking to make constructive changes. Nadeak and Naibaho ( 2020 ) identified six levels of critical thinking: unreflective thinker, challenged thinker, novice, practicing thinker, advanced practitioner, and master. When we talk about “critical thinking”, we are talking about the ability to analyze information, evaluate its relevance, and comprehend problems. Analyzing, evaluating, reasoning, and reflecting are part of the process (Rati et al. 2017 ).

The Paul–Elder Framework for critical thinking defines critical thinking as a self-reflective and disciplined process involving constant self-monitoring and correction. This framework encourages an analytical approach to personal thought processes to enhance them. The unreflective thinker, the challenged thinker, the novice thinker, the experienced thinker, the expert thinker, and the master thinker are the six stages of critical thinking (Paul and Elder 2008 ). According to Paul and Elder ( 2008 ), there are eight parts to a thinking process: an objective, a set of questions, a body of data, a set of interpretations and interferences, a set of ideas, a set of assumptions, some potential outcomes, and a point of view (Fig. 1 ). The intellectual standards outline the criteria for good critical thinking (Mutakinati et al. 2018 ).

The author made this figure based on the framework provided by Paul and Elder ( 2008 ).

Math education incorporates many skills, including self-awareness, the ability to plan and organize learning, and the capacity to think critically. The assessment of students determines the accuracy, credibility, and relevance (or applicability) of the provided materials. Critical thinking and mathematics are deeply intertwined; one must integrate both to understand the discipline truly. Every child must learn and practice arithmetic and logic. Therefore, any program that teaches critical thinking should incorporate strategies that cater to diverse student populations (Holmes and Hwang 2016 ).

Previous studies on PBL

PBL has gained recognition worldwide as an alternative approach to traditional teacher-centered education, emphasizing hands-on, collaborative, and inquiry-based learning activities (Yang et al. 2021 ). Previous studies have shown that PBL can effectively promote student learning, engagement, and achievement across various subjects, including math and science. For example, a study by Paryanto et al. ( 2023 ) found that PBL improved student achievement and attitudes toward learning in engineering education.

However, some studies have also criticized the effectiveness of PBL in specific contexts, highlighting the challenges of implementing PBL and potential limitations. For instance, a study by Loyens et al. ( 2023 ) found that PBL had a limited impact on students’ cognitive and metacognitive skills in medical education. The authors suggested that the lack of clear guidelines and support for PBL implementation and the complex and dynamic nature of medical education may have contributed to these results (Saqr and López-Pernas 2023 ). Furthermore, some researchers have argued that the effectiveness of PBL may depend on various factors, such as the level of student readiness, teacher training and support, curriculum alignment, and assessment methods. For example, a study by Jincheng and Chayanuvat ( 2020 ) found that PBL is more effective when integrated into a comprehensive curriculum reform program than used as a stand-alone intervention. Additionally, the authors emphasized the importance of aligning PBL with clear learning objectives, providing appropriate scaffolding and support, and using valid and reliable assessments to measure student learning (Szalay et al. 2023 ). While PBL has shown promise as a practical approach to teaching and learning, its implementation and effectiveness may depend on various factors, and caution should be exercised in its application (Jincheng and Chayanuvat 2020 ).

Constructivist theory

The social constructivist approach is consistent with project-based learning since it stresses students’ involvement in the learning process through group work and instructor guidance (Huang et al. 2022 ). Therefore, educators should foster classroom environments where students can take charge of their learning. Students in project-based learning classes are encouraged to participate actively in their education and develop critical transferable skills while working on real-world projects (Le et al. 2023 ). Interpersonal learning occurs when individuals participate in groups, share information, and work together to overcome obstacles (Dolmans 2019 ). Students develop essential life skills in groups where they take full responsibility for their education (Harden 2018 ). Students’ ability to think creatively and fill the gap between their knowledge and talents is aided by acquiring these new life skills. It highlights the significance of PBL, which brings transformative experiences, facilitates long-term knowledge retention, and nurtures students’ commitment to an inclusive and participatory society (Mielikäinen 2022 ).

In addition, the multiple intelligence theory developed by Howard Gardner fits well with the approach taken in project-based education (Owens and Hite 2022 ). Gardner highlighted that all humans possess eight types of intelligence, each manifested in a unique set of skills and abilities, and he discriminated between these types in the context of students. Due to these differences, teaching and learning styles vary. By incorporating a wide range of activities, project-based courses may effectively accommodate students with a wide range of learning preferences (Radkowitsch et al. 2022 ).

The experiential learning theory (ELT) developed by Kolb ( 1984 ) served as the theoretical foundation for PBL (Sevgül and Yavuzcan 2022 ). The ELT works well with the principles of PBL, and it proposes that young children have an innate interest in the scientific method and want to know how the things they meet in their everyday lives function. Sevgül and Yavuzcan ( 2022 ) argued that children are naturally curious and continually engaged in meaningful interactions with the world around them. They learn to think critically and solve difficulties by interacting with one another. Consultation with adults, peers, and educators promotes collaborative learning. Like experience, growth is a continuous process, with each step having its distinct logic and psychology that prime the learner for the next level (Rajabzadeh et al. 2022 ). The principles of PBL exemplify Kolb’s ELT due to their emphasis on fostering a learning environment that resonates with students and a real-world audience. Students must provide classroom activities that enable them to benefit from real-world applications and cultivate meaningful relationships with their peers. Students gain a sense of belonging to something greater than themselves when they work together toward a common objective (Sevgül and Yavuzcan 2022 ). The study focused on understanding how learning occurs in PBL, and Kolb’s ELT provided a framework for doing so based on meaningful and authentic experiences. Students can only engage in meaningful learning if they can build on their existing knowledge and participate in projects with personal and global significance (Erstad and Voogt 2018 ).

Methodology

In the present study, the researcher adopted a convergent mixed-methods approach to determine if the problem-based learning (PBL) method has enhanced students’ twenty-first century skills, including collaboration, problem-solving, and critical thinking. A quasi-experimental design was used for the quantitative part, and a non-equivalent control group pre-test-post-test design was employed. This design remains prevalent in educational research (Cohen et al. 2017 ). For the qualitative part, students were observed during intervention using the collaborative framework to understand the students’ involvement during their project work. Students in 5th grade were selected as the object of the study, one section (35 students) was selected as an experimental, and others (35 students) were selected as a control group. The experimental group was treated with PBL intervention, while the control group was treated with the traditional teaching method. Random sampling was not possible due to fix schedule of the school. It was a 6-week project, and the detail of the PBL project is provided in Table 1 . In the control group, teachers implemented the same content traditionally. Before and after the intervention, collaborative, critical thinking, and problem-solving were measured in both groups of students.

Instruments

The researcher adopted a collaborative scale Tibi ( 2015 ) developed to answer the research questions. This scale was used to evaluate the students in the control and experimental groups to see how well they could work together (see Table 2 ). The questionnaire consisted of 37 five-point Likert-style statements. To assess problem-solving skills math test was designed, which contains twenty items. To measure the students’ creative and critical skills, the researcher adopted Gelerstein et al. ( 2016 ), Yoon ( 2017 ), Sumarni and Kadarwati ( 2020 ) open-ended questionnaire. The study collected data using a critical thinking skills test comprising ten problems. These problems measured sub-skills, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Table 1 presents the instruments used for this critical thinking test.

Ventista ( 2018 ) also used this questionnaire in his study. The scale’s reliability was determined to be 0.76 using the Cronbach alpha test. In conclusion, higher-order cognitive skills emerged from metacognitive processes (Coskun 2018 ). This finding agreed with prior work published by Sumarni and Kadarwati ( 2020 ) on developing test items to gauge students’ creative abilities. The critical thinking instrument used in this research exhibited high validity and reliability, making it possible to assess students’ critical and creative thinking skills in the context of math.

The math test was designed to check how well students can solve problems. This test uses content from three chapters of a 5th-grade math teacher’s guide to see their improvement. The test consisted of 20 questions and aimed to gauge fifth-grade students’ problem-solving abilities in angle measurement and geometry. The test consists of ten questions related to each category. The first ten questions measured students’ problem-solving skills related to angle measurement, while the second set measured their geometry-related skills. Test questions are crafted carefully to assess the students’ understanding of these concepts and their ability to apply them to real-world scenarios. The test was administered to the students, and the results were analyzed to determine their proficiency in problem-solving skills related to these topics (see Table 2 ).

The study utilized the “ITEMAN” tool to perform item analysis on these data (Ramadhan et al. 2019 , pp. 743–751). The results showed that the difficulty index might range from 0.33 to 0.85, and the discrimination index may range from 0.31 to 0.82. According to the findings of Susanto and Retnawati ( 2016 ), We considered an item to be of generally high quality if its difficulty index ranged from 0.31 to 0.89 and had a discrimination value of at least 0.22.

The classroom observations tool served as a source for gathering qualitative data. Before the observational activities, participants received information about the researcher’s intentions. The study utilized a collaborative framework tool to monitor students’ behavior and engagement in the experimental classroom. Before initiating data collection, the instrument underwent a validation process.

Stages of the experiment

Before the intervention, homogeneity of the 5th-grade math students was established. Both groups were randomly allocated as the 5-B experimental and 5-A as the control group. Before the intervention, we examined all the experimental and control variables, including collaborative, critical thinking, and problem-solving skills.

Before the intervention, twenty-first century skills were measured as a pre-test from both groups.

In the experimental group, PBL was used as an instructional tool for delivering math content. Different lesson plans and modules are prepared concerning the “Measurements of angels, geometry, and decimal concept”. A control group was treated with a traditional method with the same content (see Table 3 ).

Lesson schedule (6 weeks, 5 h weekly, for 30 class hours), lesson plans, and modules were designed before intervention. Lessons planning followed Math Core standards.

Before the intervention, AV aids were prepared for classroom activities. Students worked in the classroom in groups of six girls (five groups) in each session.

For assessment, teachers used worksheets and projects at the end of the session and followed the operational stages mentioned by “Buck Institute” Kaptan and Korkmaz ( 2000 ).

After the intervention, both groups implemented the “math attitude, creativity, and problem-solving test” as a post-test.

During the project work, experimental group students were observed to assess their engagement and collaboration with peers and groups.

PBL project implementation

A hands-on project.

During this procedure, the students worked on creating a new product. They discuss and present an actual model.

For the present study, students constructed a project after 4 weeks of lessons and presented it at the end of the experiment. All group members participated and presented their work to the class (see Fig. 2 ).

Students’ group activity in PBL in the classroom.

Driving questions

During this procedure, students strive to provide a solution to an open-ended question. For the present study, the instructor prepares different open-ended questions for students to answer. The best part was that every member was participating. Every classroom consists of average, below-average, and high achievers. PBL encouraged every category student to get participated in project-making.

Q1. Identifying Right, Obtuse, and Acute Angles?

Q2. Name the marked angle.

(a) Name the vertex of the angle.

(b) Name the arms of the angle

Q3. Classify the following angles into acute, obtuse, right, and reflex angles:

(i) 35°(ii) 185°(iii) 90°(iv) 92°(v) 260°

Q4. Observe the given figure with a protractor and give the measure of each of the angles.

New information

As a result of participating in this process, students acquire new mathematical information. This task also helped students to review previously learned knowledge. For the present study, the teacher introduces the new concept with examples, like percentages, discounts, and real value.

Student-driven elements

The teacher performs indirectly as a facilitator while the students direct their learning. Throughout the lesson, the teacher acted as a facilitator, and it was the first time for students to learn math with different teaching strategies; so, at every step researcher and the trainer acted as a facilitator and provided a zone of proximal development (ZPD), throughout their learning process.

Realistic goals and outcomes

Students work on a realistic project, and it has some objectives. It is appropriate both for the age of the students and aligned with course standards. PBL is appropriate for primary-grade students; PBL helps them strengthen their foundation and make concepts more precise and practical.

Application to the real world

The mathematical concepts involved things that learners might encounter outside the classroom. All the essential elements are followed rigorously (see Table 4 ).

The effect of PBL improving students’ collaborative skills

The study uses one-way ANCOVA for the pre-and post-test on the experimental and control groups to check the effectiveness of PBL in improving the 5th-grade students’ collaborative skills. Before proceeding to a one-way analysis of covariance, a homogeneity of variance test analysis is performed to ensure the data aligns with the fundamental premise of ANCOVA (see Table 5 ).

Levene’s test result, shown in Table 5 , demonstrates no difference between the experimental and control groups before the intervention ( F  = 0.806, p  = 0.0373 > 0.05). The data analysis aligns with the primary hypothesis of ANCOVA. That means that the two groups’ variations are identical to one another. Therefore, the two samples originate from populations with the same variance.

Table 6 represents a result of one-way ANCOVA for the students about collaborative skills. Results show a significant difference between the experimental and control groups ( F  = 253.564, p  = 0.000 < 0.05). This indicates that PBL activities impact the fifth-grade students’ collaborative skills during project learning. Students in the intervention group developed collaborative skills during the math project compared to the control group students.

The effect of PBL improving students’ critical thinking skills

One-way, ANCOVA compares the pre-and post-test results of the “critical thinking skills” of the treatment and control groups for the fifth-grade math students. In determining whether the data are consistent with the fundamental premise of ANCOVA, a homogeneity of variance test analysis is performed before a one-way analysis of covariance (see Table 7 ).

Table 7 represents a result of Levene’s test, which revealed no significant difference between the two groups ( F  = 3.711, p  = 0.58 > 0.05). The fundamental premise of ANCOVA applies once the data analysis is complete.

Table 8 represents the result of one-way ANCOVA for the students’ “critical thinking skills”. Results showed a significant difference between the treatment and control groups ( F  = 23.281, p  = 0.000 < 0.05). The intervention group’s critical thinking skills improved compared to control group students. PBL helps the students to develop twenty-first century skills and involve them in critical thinking during their project learning.

The effect of PBL improving students’ problem-solving skills

Problem-solving skills.

An accomplishment exam was developed to evaluate students’ problem-solving skills in math. This test required students to respond to 10 questions (20 marks) chosen and crafted according to the math curriculum’s standards-based learning objectives (SLO). Before and after the experiment, the test was given to students of both groups to know the difference.

Table 9 represents the mean scores of the experimental and control group students’ problem-solving test results. The mean value of the experimental group before the intervention was 12.46, and after the intervention was (25.54). While the pre-mean value of the control group was (11.80) and after was (16.94). The data reveals an increase in the mean value for both groups. However, the experimental group, which received instruction through the PBL method, exhibited a more substantial increase than the group taught math using the traditional method. The p value also shows that before the intervention, the p value was ( p  = 0.421), which is greater than 0.05, which means there was no significant difference between the experimental and control group. While after the intervention, the p value ( p  = 0.00) shows that there is a significant difference.

To check the difference in the mean scores between the control and experimental group before and after the experiment, an independent sample t -test was applied.

Table 10 represents the result of the independent sample t -test; the mean value of the experimental group (12.46) and the control group (11.80) shows a minor difference in both groups before the intervention. The t -value (0.809) and the p value ( p  = 4.22) also show no significant difference. The results of this table show that group of experimental group and control group performed the same on achievement and problem-solving skills before the intervention; there was no significant difference between experimental and control group students. The p value ( p  = 4.22) is more significant than 0.005. That specified no significant difference between the experimental and control groups before the treatment.

Table 11 represents the result of the independent sample t -test; the mean value of the experimental group (25.54) and the control group (16.94) show a high difference in both groups after intervention. The t -value (8.284) and the p value ( p  = 0.000) also show a highly significant difference. This table shows that the experimental group performed better on problem-solving skills than the control group, which was not treated with PBL. PBL as an instructional tool was suggested as one of the best teachings for teaching math at the primary level. Cohen’s d value of 1.82 specified a big difference between the group treated with the PBL instruction method and those treated through traditional teaching methodology.

Paired sample t -test was applied to check the difference between the pre-and post-scores of the experimental and control group.

Table 12 shows the results of paired sample t -test. Paired sample t -test is applied to the pre-post-test of the experimental and control group to know the difference before and after the intervention. The mean value of the scores showed that there were highly significantly different. As the p value is smaller than 0.05 ( p  = 0.005), the probability value is highly significant, and there is a difference in the mean scores of the experimental group. PBL helps the students develop more problem-solving skills than the control group. On the other hand, the mean value of the control group’s scores showed a minor difference, and the p value is more significant than 0.05, which means that the traditional method did not significantly affect the students’ problem-solving skills.

Qualitative analysis

All experimental group members were observed using a collaborative scale framework during project work. Students were observed under the project’s four themes: individual accountability, social skills, and group processing. This method is widely used in social sciences (Pleşan 2021 ). The instructor divided the students into seven groups (five girls in each group) with varying abilities and potential. The students were able to acquire various skills in these diverse groups to enhance them as well as intragroup interpersonal interactions. Classroom observations were conducted several times a week over 6 weeks. The study utilizes two inductive and deductive reasoning cycles during the coding process (Ridder 2014 ). Four themes were generated from the observational data: student group work, a student, shared duties, the interdependence of the student’s work and their decision-making

Students’ group work

During the PBL, students collaborated in groups from the project planning stage to creating the product and project presentation. Students collaborated in groups to discuss statistical applications in their classrooms throughout the project preparation stage. Then, they discuss further the project’s title, description, and objectives, the project’s implementation steps, the project schedule, and each group member’s responsibilities. Additionally, observations revealed that students leveraged social media platforms, such as WhatsApp group chats, for discussions outside school hours.

Students shared responsibilities

Each group assigned its members a task and set a deadline, ensuring students appropriately shared duties. Therefore, the students were expected to finish the related activities before the due date. When it was their chance to speak on what they had discovered about angles, how they are measured, and how these angles differ from one another, the students were sharing responsibility. This circumstance demonstrated that each group member must collaborate to develop their awareness of many aspects and apply them to their project. Additionally, each student took part in constructing the presentation of their work on hard copy paper and outlining the presentation materials for their project presentation in front of the entire class. The project tasks involved cutting paper, measuring angels, and sketching various shapes with various angles and were shared among the pupils to produce the final items.

The students made decisions regarding the theme of the project, the activities they would undertake, the project’s timeline, individual roles within the group, the final product, and the materials and tools required for the project. They also determined the most effective method to present their project results to others. When making substantial judgments about the project’s topic, process, and output, students always hold an initial conversation to address individual ideas collectively. To influence the choice, the students bargained their thoughts. The observation revealed that the student gained confidence in her ability to voice her opinions during the group assignment. When students encountered divergent viewpoints among group members regarding the process of making important decisions, they conducted voting and arrived at a consensus opinion.

Additionally, the researcher discovered that one student needed help developing the project’s product, particularly the finished item. The student expressed concern about the final product’s adornment, which she feared would be overdone and lower its esthetic worth. These data demonstrate that the student and her team were making crucial design decisions that impacted the result.

Students’ interdependent work

From the observations, it is clear that the task required each group member to create a unique set of presentation materials on angles, which were to be assembled into a cohesive presentation on stiff chart paper. Therefore, if any group member does not complete their tasks in time, it may cause a delay in the final presentation chart’s completion. This circumstance demonstrated the interdependence of the student’s contributions to the PBL. The researcher observed and documented students’ collaborative efforts in a project-based learning environment, and the following are excerpts from these observations. In addition, each group member was assigned to prepare and bring the tools and supplies required to complete the project. The manufacturing process is improved if one team member gets the necessary tools or materials. That demonstrated how student effort is interdependent and dramatically impacts the project. This requirement enables students to comprehend and be conscious of the significance of their part in completing the project. Students were able to apply the concept of an angel to everyday problems through the completion of their mathematics project. In this project, students worked in small groups to gather and describe the data using their knowledge and observations. Subsequently, they transformed the angles into visual representations. The student’s final projects, displayed in the counseling room, the students’ club room, and the school wall magazine, served as references for significant school statistics.

The findings above conclude that applying PBL in mathematics enhances students’ teamwork skills. When students share responsibility equitably, make crucial decisions, and produce an interdependent project product, they attain level 5 according to the criteria for twenty-first century students’ collaboration skills.

The present study’s findings contribute to the growing body of literature on PBL and its potential for promoting students’ twenty-first century skills, particularly in Math education. The results showed that students who received PBL instruction developed collaborative, critical thinking, and problem-solving skills, as measured by various assessment tools, including questionnaires, tests, and classroom observations. These skills are essential for preparing students for the complex challenges of the twenty-first century, such as global competition, technological advancements, and social and environmental issues. It aligns with previous research highlighting the benefits of PBL for promoting critical and creative thinking (Darling-Hammond et al. 2020 ). However, students in Pakistani government schools need to become more accustomed to engaging in critical thinking while solving arithmetic problems, as reported by the TIMSS study. That is a big challenge for teachers seeking to improve math and Science Education (Ahmad et al. 2022 ).

The study sheds light on implementing PBL activities in classrooms and how they can enhance students’ critical thinking, problem-solving, and collaborative abilities. This finding can help teachers reevaluate how students gain from participating in PBL activities and restructure their instructional approaches to achieve student-centered learning. The study’s results are consistent with previous research, suggesting that PBL can help students build collaborative skills through group projects (Chistyakov et al. 2023 ). Collaboration abilities are crucial for success in today’s interconnected working environment and global culture. PBL is one educational activity that can help students build these skills, as it demands that students collaborate in small groups to solve problems and produce products. PBL is an ideal method for teaching mathematics at the primary level. It helps students recognize the relationships between different mathematical concepts and develop a conceptual understanding of the subject. It can help students identify partial order in the collection of mathematical notions, an essential aspect of mathematical concept development.

However, it is essential to note that the effectiveness of PBL may depend on various factors, such as teacher training and support, curriculum alignment, assessment methods, and student readiness. For instance, Loyens et al. ( 2023 ) research revealed that PBL minimally influences students’ cognitive and metacognitive abilities within medical education. The researchers posited that the absence of well-defined guidelines and assistance for PBL implementation might have yielded these findings in conjunction with medical education’s intricate and ever-changing landscape. Furthermore, implementing PBL may require significant time, resources, and training for teachers and students, posing challenges in specific educational contexts. Therefore, further research is needed to explore the effectiveness and feasibility of PBL across different subjects, grade levels, and cultural contexts and identify the optimal conditions for its implementation.

In conclusion, this study provides empirical evidence of the potential benefits of PBL for promoting twenty-first century skills in math education, including collaboration, critical thinking, and problem-solving. The findings underscore the importance of student-centered, inquiry-based, and authentic learning experiences that can prepare students for the complex challenges of the twenty-first century. The study’s results inform the development of practical pedagogical approaches that promote student learning and engagement and contribute to the ongoing dialog on educational reform and innovation.

This study has a unique contribution to the context of the Pakistani educational landscape. While the literature is abundant with studies on the benefits of project-based learning (PBL), this study specifically addresses the implementation and effectiveness of PBL in teaching mathematics to 5th-grade students in Pakistan. By providing detailed insights into the local context, including the cultural, social, and educational factors that may influence the adoption and outcomes of PBL, we have enriched the understanding of PBL’s applicability and potential benefits in diverse settings. Furthermore, the interpretation of our results highlights the development of twenty-first century skills, collaborative abilities, problem-solving aptitude, and creative thinking skills among the participating students, demonstrating the value of PBL as an instructional tool within the Pakistani context. This original contribution advances the global understanding of PBL’s effectiveness. It offers practical implications for educators and policymakers in Pakistan seeking innovative ways to improve learning outcomes and foster essential skills in their students. Moreover, in Pakistani public schools where technology integration is not feasible, PBL can be an effective alternative for math teaching by utilizing low-tech resources such as manipulatives, posters, and group activities. Teachers can create engaging and collaborative problem-solving experiences for students, fostering critical thinking skills even in technology-deprived classrooms.

Data availability

The data supporting this study’s findings are available on request from the corresponding author. These data are part of a large project, and only a portion is available for the following reasons: (1) Some participants in the study requested complete anonymity, which restricts the availability of specific datasets to protect their privacy and confidentiality. We have taken all necessary steps to ensure no personal or identifiable information is included in the available data. (2) Additionally, some of the data are reserved for future publication. It ensures the integrity of ongoing analyses and prevents potential overlap in research findings. We understand the importance of data availability in promoting transparency, reproducibility, and open science, and we commit to making as much of the data available as possible within these constraints. Data are available at https://doi.org/10.7910/DVN/YJY0FI and accessed with the author’s permission.

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NR: made significant contributions to the conception and design of the study, writing, data collection, analysis, and interpretation. WZ: provided valuable insights into the theoretical framework conceptualization, resources, supervision, validation, and proofreading. AM: writing, review, and editing. MZF: actively participated in the manuscript revising for scientific accuracy and ensuring clarity in the “Methodology” section. SB: review and editing. All authors read and approved the final manuscript.

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Rehman, N., Zhang, W., Mahmood, A. et al. Fostering twenty-first century skills among primary school students through math project-based learning. Humanit Soc Sci Commun 10 , 424 (2023). https://doi.org/10.1057/s41599-023-01914-5

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Using an Inquiry Process to Solve Persistent Classroom Problems

Teachers can resolve challenges that come up over and over by using data to keep testing strategies until they find what works.

The start of a new school year is always filled with anticipation. Teachers hope for engaged students who want to attain success. Students set personal goals and often hope that this year will be better than last year. Parents want their children to try hard, do well, and they want their children’s teachers to be supportive and offer a safe learning space. The new school year is often filled with hope.

However, despite all the best intentions, at some point, the teacher will encounter a problem. Many problems can be resolved with the knowledge acquired through a teacher’s experience. Students may forget to bring a pencil to class, so you just keep a jar of sharpened pencils on your desk. Students who are English language learners struggle to read Shakespeare, so you provide them and all the other students with a link to the audio version of the play that they can listen to. These impromptu decisions have the potential to swiftly address the problem, thereby eliminating the need for further investigation.

What is Teacher Inquiry?

But what is a teacher supposed to do if a problem persists over time? Some students are always late to class right after lunch. Some students never raise their hand to participate in a class discussion. Some students don’t effectively edit their work prior to handing it in. How can a teacher work to identify strategies that can solve these persistent classroom problems? This is where teacher inquiry becomes a valuable tool.

As Marilyn Cochran-Smith and Susan L. Lytle discuss in their book Inquiry as Stance: Practitioner Research for the Next Generation , teacher inquiry is a process of questioning, exploring, and implementing strategies to address persistent classroom challenges. It mirrors the active learning process we encourage in students and can transform recurring problems into opportunities for growth. Most important, it also creates space for students to share their voices and perspectives—allowing them to play a role in guiding the changes that are implemented in the classroom.

How to Start the Inquiry Process

Identify the problem. Begin by clearly defining the issue. For example, if students are frequently late after lunch, consider this as your inquiry focus.

Gather action information. Before rushing to solutions, gather insights from blogs, research, books, or colleagues. For instance, if the problem is tardiness, you might explore strategies like greeting students at the door or starting the class with a high-energy, collaborative activity that is engaging for students .

Frame your inquiry question. Craft a focused question using the format: What impact does X have on Y? Here X is the planned intervention, and Y is the behavior.

• What impact does greeting students at the classroom door have on their punctuality?
• What impact does a sharing circle have on students’ presentation anxiety?

This approach shifts the perspective from seeing students as the problem to exploring solutions to unwanted behaviors. Rather than saying, “Students are always late to class right after lunch,” we can ask, “What impact does an engaging collaborative activity at the start of class have on students’ punctuality?” 

Implementing and Assessing the Strategy

Plan data collection. Before implementing your strategy, decide how you’ll measure its effectiveness. This could involve the following:

Quantitative data: Use attendance records, test scores, or quick surveys—whether digital or paper-based—to track student engagement. For example, monitor the number of students arriving on time before and after you start greeting them. Choose the survey method that best fits your classroom’s needs, whether it’s a digital link or QR code for students with technology, or a paper survey for those without.

Qualitative data: Collect student feedback through informal interviews or reflective journals to understand their experiences.

Mixed methods: You can collect a combination of quantitative and qualitative data to allow for quick, easy-to-read facts (quantitative) with an understanding of the why (qualitative) for the data.

Tip: To avoid overwhelming yourself, use data that you’re already collecting and analyze it with your inquiry question in mind.

Implement the strategy. Start with a small, manageable change. If you’re trying to improve punctuality, greet students at the door for a week and note any changes.

Evaluating the Results

Analyze the data . Review your collected data to see if there’s a noticeable effect. Did more students arrive on time? If you used a survey, what do the results indicate about students’ attitudes?

Reflect on the outcome. If the strategy worked, consider how it can be sustained or adapted for other challenges. If it didn’t, reflect on why. Did the strategy need more time, or should a different approach be tried?

Example: If greeting students didn’t improve punctuality, consider if greeting needs to be combined with another intervention, like a change in seating arrangements or communicating with students’ families to remind them about the importance of punctuality.

What if the Strategy Doesn’t Work?

Not all inquiries lead to success, and that’s OK. If your initial strategy doesn’t yield the desired results, reflect on the process.

• What could be adjusted? Perhaps the data collection method wasn’t effective, or the strategy needs more time to show results.
• What did you learn? Even if the strategy didn’t solve the problem, what insights did you gain that could inform future inquiries?

Adopt the same growth mindset you encourage in your students in order to view setbacks as learning opportunities . Inquiry is a cycle of continuous improvement, not a onetime fix.

Embracing the Inquiry Mindset

Inquiry empowers teachers to approach challenges with curiosity and adaptability. By framing problems as opportunities to learn, gathering and analyzing data, and reflecting on outcomes, teachers model the persistence and growth mindset we aim to instill in our students. Even when results aren’t immediate, the process fosters a culture of continuous learning and improvement, benefiting teachers and students alike.