The use of logical reasoning is illustrated with a problem and its solution process. Other suggestions for teaching problem solving are included. (MNS)

Recommendations for teaching problem solving stem from a discussion of the differences in the functioning of the left and right hemispheres of a person's brain. (JT)

Using questions to help students think mathematically and solve problems is discussed. The teacher's role is described, with a classroom example involving questions about a specific problem. (MNS)

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)

A problem-solving strategy that appears to be highly successful is having children write their own word problems. The stages of prewriting, writing, rewriting and revising, and publication are each discussed. (MNS)

When the words "problem" and "answers" are used in connection with computational exercises, students think they are solving problems. Distinguishing between computational forms and problems is illustrated with a variety of topics. (MNS)

Evidence is presented that many primary-age children are good at solving word problems. The data comes from three years of observation of about 100 pupils from grades one through three. It is noted that instances of total failure were relatively rare. The individual interview method is recommended to teachers. (MP)

Two successful procedures for evaluating problem-solving performance in the classroom are shared. Five goals for teaching problem-solving are noted, followed by a discussion of evaluating a child's performance through joint use of: (1) analyzing written work; and (2) observing and questioning students. (MP)

Increasing the amount of problem-solving training in the preservice education of mathematics teachers is promoted. Such problems should be designed to help preservice teachers acquire an "open search" frame of mind, according to the authors. (MP)

General characteristics of gifted students are listed. Seven attributes that characterize the gifted pupil in mathematics are reviewed in detail. (MP)

The author presented young children with reasoning problems. Summaries of performance on diverse problems are presented. (SD)

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)