Without the ability to solve problems, the world as we know it would not exist today.  Even long ago human kind had to depend upon solving problems to gather food and adjust to climate conditions.  Human survival depends upon the ability to solve problems, otherwise we would have become extinct.  Problem solving is the oldest intellectual skill known to us.  It is so crucial in our everyday lives that we take it for granted.  I am sure that when we think about problem solving today, many of us remember our dreadful experiences as students with problems that frustrated us and made us feel inadequate.  However, as teachers, we need to update our problem solving skills to ensure a transfer  of appropriate tools to our students (Hatfield, et al., 1997).

The complexity of problem solving is widespread.  It can be viewed in many different ways: 
As an educational method, as a broad definition, and as an environment in and of itself (Hatfield, et al., 1997).

Sometimes teachers resist teaching problem-solving skills due to their own frustration with the issue.  Some people remember problem solving as an unpleasant experience because they felt like they were staggering blindly through the event.  They did not receive much guidance or support from the teacher or the text (Hatfield, et al., 1997).  It is our responsibility as teachers to make sure that our students have many opportunities to improve their skills, as well as feel confident with their work. 

As a broad definition, problem solving is a complex of cognitive activities and skills (Hatfield, et al., 1997).  Problem solving is to find a way, and to obtain a desired end.  A way out , or a way around the problem is the outcome. 

The third and last portion is to look at problem solving as an environment in and of itself.  First, there is a problem, with no immediate solution, and then there is a solver, who tries to find a solution by applying prior knowledge ( Hatfield, et al., 1997).  It is crucial for the solver to have a sense of basic logic.  They need to understand the language before they can solve the problem.  There are simple word problems, real-world applications, non-routine problems and puzzles, and creating and testing for new and diverse solutions (Hatfield, et al., 1997).