Students in elementary school often exhibit resistance to problem-solving. Problems are challenges; they are not supposed to be easy. When students learn in an environment in which curiosity and experimentation are valued, they begin to take chances on problem-solving. If the teacher creates an excitement around finding solutions to problems, her attitude is adopted by the students. Once the fear of failing at problem-solving is lifted, students -- especially those in intermediate grades -- begin to seek out more thought-provoking problems.
Primary and intermediate students typically use a four-step approach to problem solving: read, choose, solve and check. They first read the problem several times and discuss it with peers until they understand it. If necessary, they look up words they don't understand. They plan a strategy for solving the problem, and they try the strategy. This age group often becomes frustrated if the first attempt at a solution is not successful. They must realize the process sometimes takes several attempts. When the problem is solved, students check over what they have done to ensure the solution is reasonable.
To realize success, elementary students need tools for problem-solving. They learn strategies, such as "guess and check" and "work backwards." Students in this age group often don't realize that they can solve problems by drawing a diagram or making a graph or a model. These strategies work particularly well with ELL (English Language Learners) students and boys and girls who have difficulty in language arts. Students learn to use tables and organized lists. They substitute simpler numbers into the problem, and they write equations.
School districts set parameters, establishing concepts that must be taught in each subject area. Teachers choose problems in the classroom that reflect the math curriculum standards in their state. They provide students many occasions to solve a variety of problems in strands such as algebra, geometry and measurement. Teachers of this age group often present a variety of problems and give the students a choice on which ones to solve.
Young students need to understand the teacher's expectations before they begin problem-solving. Teachers usually evaluate student's efforts with a rubric. Students comprehend the requirements much better if they see the grading rubric ahead of time. Students are often graded on a scale of one to four using criteria such as "explanation," "use of visuals" and "demonstrated knowledge." The wording and expectations on the rubric should be adapted to suit the particular grade level.