This report describes an intervention designed to assist students in creating and accepting divergent solutions to problems in mathematics. The targeted population consisted of fifth-grade students from a multicultural setting with varied economic backgrounds, and the sample included 171 fifth graders in two school districts. Underdeveloped critical thinking was documented by teacher observation, tests, and student surveys. Analysis of probable cause data revealed that students lacked adequate strategies for problem solving, lacked confidence in their math ability, and were unable to communicate their thinking. Reviews of curricular content and previous instructional methods revealed an overemphasis on basic skills and computation, with minimal attention to higher-order thinking and problem solving. One major intervention was selected, a change in the instructional approach with three essential characteristics: (1) Students were taught the steps to use when critically thinking about problem solving; (2) Manipulatives were used to enhance instruction; and (3) Metacognitive abilities were developed through writing about math skills. Results showed that students demonstrated improved attitudes about their mathematical ability and increased ability to write about their thinking. Appendices contain an autobiography sample, a problem solving pre-test, teacher survey, three-story intellect verbs, student activity samples, and a problem-solving post-test. (Contains 17 references.) (Author/MKR)