The approximate nature of measurement is stressed, with examples given of elementary school mathematics problems which confuse reality with its mathematical model. Examples relating measurement to mathematical structure are given. (DT)

An overview of the Mathematical Problem Solving Project, MPSP, is given. The goals, organization, and history of the project are described and the progress toward those goals is discussed. The outcomes of the project are stated, a brief diary of activities given, and a listing of technical reports made. (MP)

Problem solving is presented as a resource for creating curriculum through reflections on intuition such as: exploring available intuitions, making explicit the intuitions used, and using intuition to generalize. (MP)

Three examples illustrate a method for solving word problems: guess a solution, write an expression to check the guess, and substitute a variable for the guess in the expression. (MP)

A question as to the number of stitches needed for a particular triangular crocheted scarf gives rise to the use of several methods of solution including arithmetic series. (MN)

Derives the general Doppler formula in a nonstatic universe using assumptions of special relativity, homogeneity and isotropy of the universe. Examples of applications to physical cosmology are given. (SL)

An algebra problem is analyzed, and several variations are suggested for further student inquiry. Practical applications of the problem are discussed. (DT)

A problem about minimum distance travelled on a route through ten cities is used as a means for giving students practice in addition and with problem-solving skills. (DT)

The possibility of non-transitivity of preference choices is discussed. One example each from voting and from sports demonstrate some conditions where transitivity does not hold. Suggestions are made for using this type of problem in the classroom. (LS)

A series of five questions, related to a specific example, outlines the process of applying mathematics to real-life problems. These include needed information, translation, assumptions, solution, and generalizations. (MP)

A distinction is made between basic computational skills and skills related to applied mathematics and verbal problem solving. The advantages of using calculators for teaching the latter skills are discussed. (MP)