Describes knowledge for teachers as curriculum designers and a framework for interdisciplinary unit development. Includes an example of the framework in action. (Author/MM)

States that real problem solving must become an effective and integral part of education at all levels. Describes the relationship of real problem solving to the USMES class, interdisciplinary education, and the total school program. (GS)

Presents the University of Chicago School Mathematics Project's (UCMSP) Every Day Mathematics Program as one current reform-based elementary curriculum incorporating geometry throughout the K-6 curriculum, with an emphasis on hands-on and problem-solving activities. Measures the longitudinal effects of such an approach. (Author/CCM)

Outlines the use of computer programs in modeling and simulation to provide a link between science and mathematics education. (GS)

Some important issues related to teaching problem solving in the elementary grades are addressed, with particular emphasis on the intermediate grades. Presents one point of view and some specific questions often raised by teachers who wish to incorporate problem solving into the mathematics program. (MP)

This paper traces the historical attention problem solving has received as a major curriculum goal from the Dewey School of 1896 to the 1970's. (MN)

Describes study to determine if children from high, middle, and low socioeconomic groups differed in understanding selected science concepts and in the methods they would suggest to find answers related to the concepts. Results reveal differences. Curriculum planning should take these differences into account. Thirteen references. (PR)

An integrated mathematics/science elementary methods course was developed as part of Connecticut's statewide systemic initiative. Considers: (1) What does integration mean? (2) What content should be taught? and (3) How should it be taught? Implementation team included an exemplary elementary teacher. Appendix presents a sample integrated lesson.…