Training in the problem-solving process is sorely lacking, however. Both teachers and students are expected to solve problems without training in how to solve problems.

A very substantial literature exists dealing with problem solving. The process is well understood. However, this knowledge has not been made available to teachers and students in usable form.

These Web pages serve to rectify this situation by moving past solving problems for the sake of solving problems to placing emphasis on the process by which problems are solved.

Although the examples and theory given here deal specifically with subjects that use mathematics for problem solving, the problem-solving principles apply equally well to problems which require non-mathematical tools or a mixture of mathematical and non-mathematical tools. Writing an essay, developing a table of contents, computer program, taking class notes, techical reporting, driving a care and so forth all use the same hierarchial process used in mathematical problem solving.

The logic used in mathematical problem solving is the same as the logic used in other disciplines. Different tools are used in different subjects. There is considerable overlap in tools used in the various subjects. However the logical process is the same.

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