Abstract
Research on problem solving in mathematics is at best only suggestive of ways to teach students how to solve problems. Researchers, such as Olton (1969), Crutchfield (1966), and others, have argued for the existence of a general problem-solving ability and for the transferability of the general problem-solving skills developed through systematic instruction to specific disciplines such as arithmetic. The results of several studies confirm their position that students who receive instruction in The Productive Thinking Program (Covington, Crutchfield, & Davies, 1966) apparently do become better problem solvers, while results from other studies fail to show any significant differences. Failure to find significantly greater achievement levels in mathematics as transfer from training in The Productive Thinking Program, in studies to date, may be due to the fact that the mathematical tasks used in some of these studies were
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