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Critical Analysis: Problem Solving in a Social Context

Joanna Nie

Teaching Elementary Mathematics and Technology/EDUC2108.01

Professor Albert

Boston College

September 14, 2022

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There are many learning theories that aim to describe how children gain knowledge. In

Children Solving Problems, Stephanie Thornton draws on a variety of such theories and

educational research, analyzing how children solve problems in a social context. Thornton argues

that genuine learning occurs when the right opportunities and experiences are presented. The

social context is one such crucial opportunity. Through the experience of solving problems with

peers and more skilled adults, strategies are passed down, such that the child can become an

expert (124). Utilizing Thorton’s reasoning and suggestions, I will discuss how children solve

problems in social contexts, the importance of understanding the tasks and contexts in teaching

skills, the importance of confidence and control in learning, and how my own mathematics

learning experiences and my future as an educator can connect with this analysis.

Thornton states that children construct their own knowledge. They can be the “authors

and architects” by engaging with information, problems, questions, and solutions, which helps

them to build up problem solving skills (93). However, this does not mean that the social context

of learning is null. Rather, Thornton argues that the resources available to a child are not enough

to develop all of the skills necessary for becoming an expert. In other words, social factors are

vital as children learn (94). As children work through the problem solving process, working in a

social context reveals cultural tools that can help them to learn necessary problem solving skills.

Thornton gives many reasonings as to why this is, and two are salient: tasks and contexts in

teaching skills, and confidence and control. In short, some problems are easier to solve and learn

to solve than others. When abstract problems are placed into a purposeful context, it can be

easier to learn how to solve them. Furthermore, when children are successful and believed to be

capable of success, confidence acts as a driving force in subsequent learning.

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Indeed, there are two main reasons why some lessons are easier to teach children than

others. First, the kind of skill that is being taught is important. Concrete problem solving skills,

as in skills that children will need to do repeatedly throughout their life, are easiest to teach and

learn. Problems that are based on abstract principles or strategies are harder to teach and learn.

Secondly, when problems are given real meaning, skills are more easily learned. For example,

Gaivin and Rogoff found that children explored a problem based on the purpose that was

motivating them. This affected the information that they gathered, and subsequently utilized

(108). In schools, academic learning tends to teach skills in isolation, which results in the

decontextualization of learning. Surely, children do become capable of learning skills in a

deconstructed context. But it is vital for educators to know that actively guiding students to

understand the larger, purposeful context around any learning skill can be hugely beneficial. In

any subject, taking the time as the skilled adult to explain the meaning behind a learning

objective not only increases student motivation in learning the particular skill, but can also help

students to make broader connections across disciplines.

For example, when I learned addition, subtraction, multiplication, and division facts in

elementary school, the skills were taught in isolation. We individually memorized math facts

simply for the sake of memorization, resulting in a stressful learning environment where we

dreaded taking timed math facts tests. There was a lack of purposeful context given to the rote

recollection we partook in. However, in middle school, my teachers began to situate basic math

facts within the context of solving algebra or basic geometry. They used examples of how we

could make connections in order to solve real-world problems. They worked with us and

encouraged us to collaborate in solving these problems. This was when math began to gain

meaning. This is also when I started to make connections between mathematics and other
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disciplines. Because my teachers used their expertise to situate mathematics within a meaningful

context, a more beneficial, collaborative learning environment was created.

Furthermore, when children solve problems in a social context, confidence can be a

determining social factor. When children succeed and see that others believe that they can be

successful, the confidence that they gain actually leads to better problem solving. Hartley

conducted a study with traditionally disadvantaged students who tended to struggle with problem

solving. When they were asked to pretend to be a clever student and solve problems as their

alias, there was less impulsive decision making, more planning, and more self-correction, which

resulted in more successful problem solving (110). This relates to the phenomenon named

“learned helplessness”, where children’s past experiences with failure or lack of confidence can

negatively impact future problem solving experiences (111). In fact, research has shown that

traditionally marginalized students are more likely to suffer from learned helplessness. As such,

it is vital that educators understand the utmost importance of their role in helping children

become more confident in their abilities. Especially if educators are passionate about equity in

education, it should be a priority for teachers to get to know the unique needs of each student

such that they can provide appropriate scaffolding and guidance. In this way, all students can

reap the benefits of a classroom that fosters confidence.

As an elementary student, I excelled at math, however rote the learning was. Yet, in high

school, I struggled with the more complex concepts. Because my teacher assumed that I did not

need help in math, my troubles were largely unnoticed. When I did raise concerns, the teacher’s

incorrect assumptions about my abilities often stopped him from understanding the root issues of

my misunderstandings. As a result, my confidence in my math abilities tanked. When this

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happens to students, especially younger students and traditionally disadvantaged students, it can

be detrimental.

In conclusion, as Thornton argues, the social context is necessary for children to learn.

Deeply considering how social factors affect learning is crucial as a future educator.

Understanding the tasks and contexts of learning reveals that teachers should act as supportive

facilitators in placing skills into a purposeful context. Analyzing how confidence and control

impacts learning shows that equity can only occur if teachers actively foster confidence in their

classrooms, supporting the needs of every student. As a future educator, it is clear that I must

analyze how children learn in a social context. Because learning is necessarily a social process,

my role as the teacher is one that must be enacted seriously and with much careful consideration.

It is vital that I act as a supportive adult, actively scaffolding and guiding learning in purposeful,

equitable ways.
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Reference

Thornton, S. (1995). Children solving problems. Cambridge, MA: Harvard University Press.