Becoming a Problem Solver

Abstract

Over the past ten years, I have attempted to identify the characteristics of young children as they grow and mature as problem solvers by conducting an action research project in a first- through third-grade classroom. Teaching in a multiage classroom gave me the opportunity to observe children over a period of three years and to document their progress using various types of assessment. I observed children while they were engaged in the act of solving problems and sharing solutions with others. I interviewed children as they solved problems and I scored their written work using a scoring guide, or rubric.