Some students are intuitive problem solvers. They seem to naturally possess the skills to figure out how to solve math problems. They work in systematic ways, they organize data so that it makes sense, they find ways to visualize complex problems so they are easier to solve, and they can apply their understanding of math operations to build equations to solve problems. But, not all students are intuitive problem solvers. A large group of students, many of whom know math computations, are not effective problem solvers. They are unsure how to organize problem data, visualize problem situations, or determine the best approach to solve a math problem. So, what can we do to help those students understand what goes on in the mind of a good problem solver?

Adding more language (talk and writing) to our math classrooms is critical! Teachers who employ think-aloud techniques during problem-solving lessons help their students see what is going on in their heads as they solve math problems. Partner and group activities allow students to hear each others’ thinking as they approach a problem-solving task. Interactive class discussions, in which students share alternate approaches to solving a class problem, allow students to hear others’ ideas. When we incorporate more talk and writing into our problem-solving lessons, we are making mathematical thinking visible to all students.