This work builds upon prior work in developing robust concept inventories and skill assessments for statics instruction. While these instruments provide valuable tools that allow instructors to assess student progress, there is still need for learning materials to scaffold student learning from disconnected procedural and conceptual knowledge, to more holistic metacognitive knowledge. This work-in-progress presents a multi-dimensional taxonomy generated by the author to scaffold problem-solving in an introductory statics course. The taxonomy was built from problem classifications identified in well-established concept inventories and skill assessments for statics, literature around difficult problems in statics, and personal experience and observations from teaching the subject over several years. The purpose of the taxonomy is to encourage students to think about characteristics of the system, characteristics of the problem, and specific known and unknown components within the system before they begin to work on an appropriate solution.
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