ABSTRACT
Problem solving is a ubiquitous activity of daily life. This chapter focuses on creative problem solving in mathematics and science. It discusses how problem solving is related to creativity and then review research concerned with creative problem solving in PK-12 learning environments. The internally persuasive discourse embedded in the classroom environment as designed by the teacher reflected his epistemological belief in a collaborative, student-centered, project-based, inquiry approach to the teaching and learning of science. The curriculum designers' voices reinforce the voice of the teacher, which sends a message of openness and trust to the students in a spirit of collaborative inquiry. There is an alignment among the teacher, the curriculum designers, and the technology designers' voices. The chapter considers idea generation as an outcome of collaborative group discursive interactions, as well as interaction with reified voices of the designed elements of the environment.
