Calculation of the percentage of work completed when the edges of jigsaw puzzles have been assembled provides interesting problems. (SD)

A letter from a parent about a homework assignment involving much repetition (and time) is used as the vehicle to discuss the problem. (MNS)

"Solve a simpler problem" is the strategy illustrated, with suggestions on other strategies included. (MNS)

The problem-solving strategy of using a drawing is highlighted, with two problems discussed. Tips on classroom climate and other teaching ideas are also given. (MNS)

Empty food containers can be used to have students devise mathematical problems. Sample questions that might be asked about two food boxes are included. (MNS)

Using open-ended problems with more than one answer is disucssed, with examples. Other tips on open-ended problem solving are included. (MNS)

The four-step method of problem solving is described: read the problem, represent or diagram, set up the calculations and compute, and write the answer. Other problem-solving tips are also included. (MNS)

One activity concerned with describing data about students in the class and a second activity based on students' original story problems are discussed. (DT)

The language-experience approach to problem solving is discussed. A theme park unit provides illustrations of how problem solving can be developed. (MNS)

Two posters are given containing sets of problems that are designed to stimulate interest in problem solving. Suggestions are given for the use of the posters. (MP)

The paper-and-pencil game "Tri" is described. The authors argue that students gain logical skills by playing the game, and that the game lends itself to the introduction of diverse mathematical ideas. (SD)

One view of mathematical thinking is described, followed by detailing of the characteristics of a problem-solving program necessary to develop this kind of thinking. (MNS)

Two activities are presented. The first involves geometric concepts using the alphabet, while the second is a game to provide practice in finding factors of composite numbers. (MNS)

Using data about companies with which children have first-hand experience (such as McDonald's or Mattel Toys) piques interest in graphing activities. How the project is developed, with group and individual activities, is described. (MNS)