Abstract
How students solve problems is a topic of central concern both to educational researchers and to math/science teachers: What is the nature of good and poor problem solving? How can students improve their problem‐solving capacities? Teachers are in a unique position to witness problem solving in action, and to draw connections between the classroom experiences of their students and the findings of research. This article presents an instance of problem solving (drawn from a popular children's book) annotated with references to current research in cognition and education. The annotations explore issues such as the effect of performance anxiety on problem solving, how problem solvers handle the experience of confusion, and the role of self‐monitoring and metacognition in problem solving.
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