Discusses: (1) different types of learning (concepts, properties, facts, procedures, algorithms, skills, and problem solving); (2) types of learning behaviors; and (3) types of representational models, considering concreteness, meaningfulness, and manipulation (active manipulation, passive manipulation, and nonmanipulation). (JN)

The experiences of elementary teachers who invited their students to verify geometric theorems prior to the introduction of protractors form the basis of a pedagogical strategy for a sequence of learning activities offered here. Discussion focuses on the students learning strategies about angle concepts utilizing the dynamic interpretation of a…

The use of a computer software package called "Exploring Measurement, Time and Money--Level 1" to help children explore many different arrangements of data and the effects of changing that data is presented. Activities which may be used to prepare students for this instruction are described. (CW)

Presents a problem solving strategy developed by a second grade student that goes beyond modeling an intuitive or informal interpretation of an operation to solve division problems. Concludes that good teaching should build on pupil's existing preinstruction knowledge and recognize a pupil's attempts at creative solutions. (MDH)

Discusses definitions of problem solving, sources of real problems, selection of data for use in problems, developing strategies for solving, and deciding when solutions are acceptable. (MKR)

Discusses research findings that relate to teaching fractions for conceptual understanding. Gives teacher/student dialogues that illustrate the thought processes of students as they form part-whole and improper fraction concepts. (MDH)

Described is a strategy that shows students how one mathematical concept can be connected to another. The emphasis is on both process and product and can lead to creating a learning environment where students do mathematics as mathematicians do. (KR)

Discusses the use of drawings to nurture problem-solving attitudes and independent learning. Drawings help develop thinking skills, clarify misconceptions, develop representational preferences, supply a context for relationships in K-8 mathematics, and illustrate mathematical connections. (MDH)

Describes the benchmark and decomposition-recomposition estimation strategies and presents five techniques to develop students' estimation ability. Suggests situations involving quantities of candy and popcorn in which the teacher can model those strategies for the students. (MDH)

Discusses prerequisites that help students develop multiple strategies for solving problems as recommended in the National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards." Presents two examples of activities involving addition, subtraction, and permutations that promote multiple strategies. Suggests ways to…

Described is a strategy where students write stories to help in the process of solving problems. The strategy is a five-step process which includes prewriting, writing, conference, revising and editing, and publication. (KR)

Presents a series of activities developed from the "Arithmetic Teacher's" regular feature entitled "Problem Solving: Tips for Teachers" to help students develop skills in each of the four steps of Polya's problem-solving process: (1) Understanding the Problem; (2) Making a Plan; (3) Carrying Out the Plan; and (4) Reflecting…

Gives suggestions to help students generalize skills so that they can use them in a variety of situations inside and outside of the mathematics classroom. Addresses uses of ratio and proportion but suggestions are also applicable to other mathematical topics. (MLN)

Reports unique solutions given to five problems from individual students in mathematics courses for prospective elementary school teachers oriented toward problem solving. Concludes that such courses are feasible, promote problem-solving abilities and strategies, and develop appreciation and confidence in preservice teachers. (MDH)

Highlights combinatorial problems appropriate for students aged 4 to 12 years that utilize manipulatives in a hands-on approach. Examines and identifies students' strategies and self-monitoring techniques that produce effective problem solving. (MDH)