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In this clip, Lindsay Logan, emeritus professor of mathematics education at the University of Dundee, emphasises the importance of schools maintaining a wide vision of problem solving that includes investigations and open-ended enquiries as originally outlined in the 5-14 Guidelines. 

He discusses how the ‘Reporting’ and ‘Evaluating’ phases of the problem solving cycle shown in the 5-14 Guidelines have led to the evolution of a new range of pupil skills, attitudes and attributes, which transcend the boundaries of mathematics. Knowledge of a range of problem solving strategies is still recognised as necessary, but is no longer seen as sufficient to define good problem solvers. Lindsay lists some of the non-mathematical outcomes which have convinced many schools that problem solving has benefits throughout the curriculum, and beyond into real life.