Anastasia Redmond

9/10/23
EDUC2108
Albert

Critical Analysis Paper

In Thornton’s 1995 text “Children Solving Problems,” Thornton argues that children

become better problem solvers in a social context. Thornton uses ideas from Jerome Burner, and

David Wood to support her assumptions around problem solving, and highlight the importance of

“scaffolding” as a crucial and strategic social interaction that develops a child’s problem solving

skills. Scaffolding is the interaction between a child and an adult, which allows the child to

develop and enhance their own problem solving skills, increasing the child’s confidence and

independence. Thornton makes various assumptions about children and their problem solving

through the paper based on this idea that scaffolding, and social problem solving, is the best

method for supporting children. I will address two of these assumptions, analyze their

importance, and connect them to my life as a student, and implications as a future teacher.

The first assumption by Thorton that I will address is,“The commitment children show to

solving problems whose purpose they understand is an important factor in their success”

(Thorton, p.106). Thornton describes this phenomenon as “Purposes and Meanings,” and

explains that giving a child purpose and meaning behind solving a problem motivates them, and

actually makes them better problem solvers (Thorton, p.105). Thornton also explains that giving

meaning and purpose to a problem may allow the child to better access the skills they already

have that are required for solving the problem. For example, students are often asked to make

classifications, and memorize large amounts of information. Thornton explains how, “No one

explains why these skills are useful or what the point of learning them might be” (Thorton,
p.109). The lack of a defined and accessible goal for the child, and allowing them to know why

the content of the information matters, may prevent students from being motivated to solve

problems, and can make them less confident in their ability to connect the problem to their

real-life experience.

I chose to analyze this particular problem, because as a young student, in mathematics in

particular, I was highly unmotivated in math largely because I found no purpose in it. While I

was always a good math student, I never understood the value in learning about parabolas, the

pythagorean theorem, or memorizing how to do long division. When I would ask my teachers

why we needed to know these procedures and concepts, the answer was usually that I needed to

know the information in order to get into college, and further, to understand math in my

highschool or college courses. I truly believe that if I was given goals, and real life context to

supplement my math education, I would have been a more motivated and willing math student.

Thornton writes that, “It is easier to teach children in contexts where they understand and share

the goals that motivate problem-solving than in contexts where the goal seems meaningless”

(Thorton, p. 105). As a future teacher, I think that math is one of the most important areas to

implement these ideas of meaning and purpose into the lessons. To give math meaning and

purpose as a teacher, I can make sure that math is hands-on and encourage manipulatives, and

real-world applications. Not only this, but making sure my students know the phrase, “I will be

able to…” pertaining to each lesson will give them access to an accomplishable goal that they

can be motivated towards.

Another assumption that strongly stuck out to me was that of confidence and control, and

the impact that it has on a child’s ability to problem solve. Thornton uses an example of a study

by Robert Hartley to support this assumption. In Hartley’s study, disadvantaged students were
tested on their problem solving skills both as themselves, and while they “pretend to be the

brightest child in the class” (Thorton, p.110). The study revealed that the students actually did

have the problem solving skills needed, but they were not confident enough in themselves to

perform as well as they could. Thornton emphasizes the importance of fostering confidence,

especially by way of “providing the most positive feedback possible– praising what can be

praised and offering criticism only constructively and lightly” (Thorton, 113). As it turns out, a

large part of a child’s ability to problem solve relies heavily on if they believe themselves that

they can be successful problem solvers.

In my personal experience, I have seen the difference that a supportive teacher can make

in not only my confidence, but in my ability to solve problems. I had always seen myself as a

poor math student, but my ninth grade math teacher, Mrs. Albright, saw that I was actually quite

a capable mathematician. She not only challenged me, but encouraged me, and instilled enough

confidence in myself that I was even able to move up to the advanced math track. As a teacher, I

hope to make all of my students feel like Mrs. Albright helped to make me feel. If a student

believes that they are capable and smart, they are more likely to act in these ways. Students will

take risks, and correct their own mistakes when they trust in their abilities. As a teacher, I will try

my best to make sure that there is positive and encouraging feedback more than there is critical

feedback when my students work to solve problems.

Through chapters five and six of Thorton’s “Children Solving Problems”, she emphasizes

the importance of “scaffolding” as a means for children to improve their problem solving skills.

In exploring the idea of ways in which adults scaffold children's problem solving, she draws

assumptions about how important purpose and meaning is for the students and their problem

solving ability. Another important assumption made by Thorton is that the child needs to be
confident in their problem solving abilities in order for them to access the skills they need to

solve the problem. Through my life as a student, I have been scaffolded in these ways, and can

attest to their importance. Similarly, as a future teacher, I will be sure to scaffold my students’

goals and meaning, as well as confidence, especially in the math class setting.