The purpose of this systematic review is to reveal the research findings that suggest instructional practices to foster the creativity of students in mathematics. Although several studies have investigated the effects of various instructional practices influencing the mathematical creativity of students, little is known about how the findings of…

In this paper we offer a review of sorts of the studies conducted around issues of problem posing in mathematics education research. We first ground the work on problem posing in the seminal work of Polya and of Brown and Walter, which influenced most studies on this subject. We then propose two perspectives taken on problem posing: the implicit…

Describes a model for counseling cancer patients that integrates the unique features of the cancer experience within a basic counseling framework. It combines a nine-step problem-solving approach with a biopsychosocial perspective, placing greater emphasis on the person than the problem. Utilizes innovative questioning techniques and strategies.…

Facetiously examines heuristics in mumbling, staring, moving, doodling, and noise that can be used by writing teachers to help their writing students with rhetorical invention. (RL)

Recommends utilizing biochemistry problems to develop students' abilities to clearly identify the relevant questions hidden in problematic situations and to select the information required to solve them. This procedure is highly motivating and offers students a tool for evaluating their achievements. (Author/CCM)

Discussed is the case for problem solving in mathematics classrooms. The characteristics of "good" questions are identified. The assessment of questions and questioning techniques is considered. (CW)

Research studies on classroom questions and on learning models can provide information on how art criticism can be integrated into art education so that students are involved in exploratory experiences that tap higher levels of thinking. First, teachers need to be trained specifically in art criticism questioning formats in which there is an…

Claims that although a child-oriented classroom is organized by the teacher, the curriculum is enacted by everyone, and that dialogues in which teachers and children develop together provides the core of this enactment. (MM)

Reviews research about child development, curiosity, questioning, boredom, and social class differences, and the relationships between attitudes and capacities of the learners and the content and complexities of the materials. (See TM 504 595 for availability). (Author/CTM)