Problem solving is an important yet elusive educational goal. This article briefly reviews the research on the components of problem solving and two mechanisms for fostering the transfer of problem-solving strategies--low-road transfer and high-road transfer. The interactions between these two mechanisms and two types of content (domain-specific knowledge and higher order thinking) are then discussed. Exploratory research on one of the interactions (low-road transfer of higher-order thinking) is summarized, with a particular focus on the performance of students with disabilities. Finally, some implications for curriculum and instruction are outlined.
