Describes the PrIME working group experience. Provides three problems on combination and typical answers from primary school students. Discusses some findings. (YP)

Describes methods for teaching able students mathematical problems. Provides four problems and discusses the students' responses to them. (YP)

Outlines a possible framework for allowing teachers to explore how children learn mathematics. A mathematical modelling process and three domains, including content, process and pragmatic domain, are described. Twelve strategies for encouraging children to translate between the domains are suggested. (YP)

A teacher describes her experiences using "mathematics across the curriculum" problem solving activities with 12- and 13-year-old students with moderate to severe learning difficulties. She concludes that the experience of real problem solving is an approach that has great potential for use with special need students. (PK)

Presented are six problems from diverse areas of mathematics that are appropriate for students of differing age and ability levels. (PK)

Investigates English students' strategies for addition and subtraction problems. Suggests some teaching methods for the results. (YP)

An attempt is made to show that algebra is rarely obvious, and merely expecting children to learn rules is an oversimplification. Sections cover: (1) The Non-visual Nature of Algebra; (2) The Apparently Arbitrary Nature of Algebra; (3) The Relationship Between Symbolism, System and Question; (4) The Complex Nature of Algebra; and (5) Some…

The entry, attack, and review/extension stages of problem solving are discussed. A project for children aged 9-13 was developed; some student reactions to problem solving are included. (MNS)

Analyzes fifth graders' approaches for solving the problem of the distance to the horizon. Describes determining the area bounded by the horizon. (YP)

Presents a personal account of some mathematical work undertaken by the authors during a workshop session on the use of short microcomputer programs as starting points for mathematical investigations. Factors in their work (in solving equations) which may have implications for investigational work with students are addressed. (JN)

Presented are examples of problem-solving items from practical and written mathematics tests. These tests are part of an English survey designed to assess the mathematics achievement of students aged 11 and 15. (JN)

Describes activities in a mathematics class for six-year-olds. The article makes several points, including: working independently is very absorbing; investigative work is as important as algorithms; and children working in groups can achieve more than even the brightest child working alone. (PK)

The article includes a discussion of counting and counting strategies. In addition, there are eight problem sets appropriate for use with groups of different age and ability levels. Suggestions are given for finding variations of the problems. (PK)

Provides two examples of the "regular falsi" method using geometry and a computer program. (YP)

Illustrates how one mathematics department has added courses to widen pupils' views of mathematics and to improve their problem-solving ability. (PK)