Though problem processing really begins in the messy but interesting world around us, the first Look stage of problem identification and posing has been routinely left out of the mathematical curriculum of my three sons over the last 13 plus years of their education. Tests, worksheets and classroom experiences in math have exclusively started with a page of problems to be solved. The emphasis has not been on the relevance of mathematics, but on learning to work the systems of solutions discovered by those with mathematical sense. Though much discussion is given to the step of observation in science class, in reality, little authentic work with real unsolved problem areas is provided. Math and science too often provide students with almost no sense that there is a place for them to make their mark with their own contributions until well into coursework that comes years after they have had to make important career directing decisions. It is little wonder over the last twenty years that there has been a steady and significant decline in the number of college graduates seeking careers in math, science, business and information technology, areas which generally require at least one higher level mathematics course in calculus. This decline continues in spite of the strong need for and consequently higher salaries for such graduates in order to support and expand our high technology culture. Note below the different terminology for the same stages of problem solving.
 

The language invoked by science and math deserves to be more strongly integrated across their content areas. Note in particular the terminology at the Evoke stage, expressions that each support the goals of the other.