Three models are compared in terms of detail, scope, attention to individual differences, and how they deal with qualitative change and semantic processing. Two are information-processing models of arithmetical word problem-solving performance, and the third is a model of children's counting types and thinking strategies. (MNS)

Research is reviewed on the use of microcomputer technology with learning disabled students in two major areas: (1) extended practice and its role in the development of increased automaticity of basic information processing skills; and (2) problem solving and metacognitive activities. (Author/DB)

Reports on the positive effect on 400 Venezuelan seventh graders of a course developed to teach cognitive skills that apply to learning and intellectual development. The course stresses observation and classification, reasoning, critical use of language, problem solving, inventiveness, and decision making. (PS)

Assessment programs designed to improve instruction should be based on strong theoretical models of student learning, motivation, and instruction. A taxonomy of learning strategies is provided. (MLW)

Describes three types of chemical content, learning strategies for each type, and methods of teaching students to use the appropriate strategies. Provides suggestions for improving students' ability to learn. (CW)

Proportion problems were given to pupils in grades 3-5. Success rates were high, with elementary strategies based on addition often used. Familiarity with the use of ratios in the context, the presence of a mixture, and the use of manipulatives were variables that influenced performance. (Author/MNS)

Use of general mathematical strategies by Australian students in grades 8-10 was studied, with students required to describe their reasoning and articulate reasons for the choice of particular strategies. Main effects were found for cognitive level, year level, and sex. A taxonomy is also presented. (MNS)

Provides examples of if-then and combinatorial reasoning situations that have proved successful with college students and can be used with secondary school students. Proposes that practice with these problem solving processes can eliminate the need to memorize formulas that students may not understand. (ML)

Reviews an investigation of the effects of problem format and the number of independent variables on the responses of students to a control of variables reasoning task. Results indicate that adding independent variables to a control of variables reasoning problem leads to an overload of working memory which affects performance. (ML)

How children perceive doubling and halving numbers is discussed, with many examples. The use of calculators is integrated. The tendency to avoid division if other ways of solving a problem can be found was noted. (MNS)

Over 600 pupils in grades five, seven, and nine in Italian schools were asked to choose the operation needed to solve 26 multiplication and division word problems. The findings seemed to confirm the impact of the repeated addition model on multiplication and of the partitive model on division. (MNS)

How children can be guided to see and feel the power of thinking with and about mathematical symbols is discussed. A strategy to help them bridge the gap between manipulative models and symbols is detailed. (MNS)

The approaches taken by two elementary school teachers in using computers as tools to stimulate and guide mathematical thinking are described. One had students design a BASIC program for counting; the other used demonstration programs to develop ideas about fractions and decimals. (MNS)

Through examples of both a child's imagination and pretend play activities, demonstrates how a child's imagination is the thinking function that sets the stage for play, while actual play consists of a child's understanding and representation of reality. (HOD)

The purpose of this study was to explore the relationships of certain cognitive variables to problem-solving performance. Cognitive restructuring, spatial ability, reading comprehension, and mathmatical story problems tests presented in a regular verbiage, low verbiage, and drawn formats were given to students in grades three through seven.…