Compares the practice of using drawings in story problems in Japan and the United States and includes recommendations for teachers in the United States. (Contains 14 references.) (MKR)

Describes common beliefs of students about the nature of mathematics and discusses the implications of the student beliefs for problem solving and for teaching. (PK)

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…

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…

Presents two spreadsheets for middle school students applying Polya's heuristic to help develop number sense, reasoning abilities, and problem-solving skills. Spreadsheet 1, "the coin problem," allows students to vary coin quantities to total $8.32. Spreadsheet 2, "ratios," develops number relationships while finding 3 3-digit…

Elaborates the final step of Polya's heuristic model, reflecting, to improve students' problem-solving performance. After checking answers for accuracy, the following steps are suggested: (1) test reasonableness and practicality; (2) write a summary paragraph; (3) find other solutions; (4) change the conditions; and (5) extend the problem. (MKR)