ABSTRACT

In this chapter, I make the case that all children’s learning capacities can be improved through the systematic and coherent teaching of the processes underpinning problem solving and thinking. I argue that this can be achieved via the implementation of an inclusive, cross-curricular model called Thinking Actively in a Social Context (TASC). 1 This model was initially derived from a longitudinal action research project carried out with multi-cultural learners in some of the most disadvantaged areas of South Africa, and has subsequently been used as the base for the development of problem-solving curricula in various countries.