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Maggie O’Neil
31 January 2024
Teaching Mathematics
Dr. Lillie Albert
Critical Analysis Paper: Stephanie Thornton’s Suggestions for Children’s’ Problem-Solving
In Children Solving Problems, by Stephanie Thornton, she argues that social interactions

are the key to successful problem-solving while keeping in mind domination in pairs, the zone of

proximal development (ZPD), purpose of the activity, and the confidence level of the child.

Thornton backs up her points by offering evidence from research done by Martin Glachan and

Paul Light, Lee Vygotsky, Mary Gauvain and Barbara Rogoff, and Robert Hartley. Throughout

this paper, I will discuss each of these points, offer experience with some of them, and discuss

how I and other educators should consider her suggestions in practice. Ultimately, Thornton is

navigating the abundant research around student problem-solving to best identify how to assist

them in achieving the highest level of cognitive functioning possible.

Starting off, Thornton discusses how peer work in the classroom is beneficial for

problem-solving when executed well. Researchers, Glachan and Light, discuss that peer work is

beneficial when they “learn a new, more sophisticated strategy than either individual had devised

to begin with” (Thornton, 1995, p. 95). These peer interactions can be useful as described;

however, it is normal that there may be an imbalance of power between the students, which can

lead to more confusion if the dominant student’s strategy is incorrect (Thornton, 1995, p. 96).

When reflecting on these strengths and challenges of peer problem-solving, it seems that

educators should closely monitor these partnerships to ensure productive learning occurs. Peer

work can be effective, but it also has its shortcomings, and therefore should be strategically used

and observed.

Thornton references ZPD, a concept coined by Vygotsky, to explain how an expert

learner can assist a child effectively when they are solving a problem. Vygotsky believes “that
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the level of skill a child can produce is very much a matter of how much support the child has

from the environment,” and that support amount is determined by a learner’s ZPD (Thornton,

1995, p. 97). When taking note of a child’s ZPD, expert learners scaffold the child’s learning by

offering “enough support to stretch the child’s problem-solving just the right amount” and

gradually minimizing support as they see fit (Thornton, 1995, p. 99). One caveat that Thornton

suggests is that it is common that educators may not have the best grasp on what each student's

strengths and challenges are (Thornton, 1995, p. 100). Therefore, if teachers are to engage in this

practice, they should ensure that they have a strong relationship with their students to know how

to best support them while problem-solving.

Growing up, I had a difficult time with math and struggled more than many of my

classmates. Some teachers did not know how to support me in these situations as they struggled

to know what support I needed to understand the content. My math tutor was the only person

who was able to identify these needs and guide me through problem-solving in math, connecting

to Vygotsky’s ZPD. As a kid, I had many negative math learning experiences, but when my tutor

was able to determine my ZPD, I was able to learn effectively.

Additionally, Thornton emphasizes the importance of students understanding the purpose

behind learning a particular task or skill. Thornton points out, “The reason for tackling a problem

also plays an important role in structuring the process of solving it” as demonstrated in Gauvain

and Rogoff’s “funhouse” experiment (Thornton, 1995, p. 106-107). Therefore, knowing the

overarching goal of an experience is key to the information someone pays attention to, and

strategies they use to problem-solve. When I was younger, it helped when teachers explained the

reasoning behind a lesson or activity, as it guided my learning and engagement. Teachers should
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prioritize purpose identification in their classroom to ensure students are actively engaged and

informed about their own learning.

Lastly, Thornton discusses how confidence impacts a child’s experience when problem-

solving. Hartley engaged with this issue through working with students coming from

underprivileged communities, and the results emphasize students are aware of their struggles

compared to their classmates, decreasing their confidence (Thornton, 1995, p. 110). To improve

student confidence, Thornton suggests that we “[praise] what can be praised and [offer] criticism

only constructively, and lightly” (Thornton, 1995, p. 113). Teachers should keep in mind that it

is important to focus on students’ true areas of strength when offering praise. Students are very

aware of their competence, and therefore, instilling confidence should be carefully and intricately

done to ensure the best outcome.

Throughout Chapter 5 and 6, it becomes evident that “problem-solving is at the heart of

what we mean by intelligence,” as it leads to high levels of cognitive functioning (Thornton,

1995, p. 126). To reach these levels Thornton believes social interactions are key and suggests

that peer interactions are monitored, teachers identify a student’s ZPD, purpose is established,

and confidence is effectively built. As a future teacher, I want to offer these supports to my

students through developing individual relationships with them to know what they need to thrive.

In my pre-practicum, I have seen the impact having personal connections with students can have

when teaching them as it helps to adjust the instruction and tools I use when teaching. It is

important to me that I also relay the purpose of our learning and boost confidence in the

classroom to make my students active agents in their educational experience. From firsthand

experience as a student, I can see the importance of Thornton’s points, and instilling these

practices in my future classroom will make it a place rich with learning and problem-solving.
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References

Thornton, S. (1995). Children Solving Problems. Harvard University Press.