A mapping procedure based on the SOLO Taxonomy developmental model was used to classify the problem-solving strategies of students (n=34) in grades K-2. Only one multiplication problem was used to isolate three components of the problem-solving procedure. (MDH)

Discusses the process of mathematical iteration, its benefits as a problem-solving technique, and how to teach it. Presents a selection of mathematical ideas and problems that can be solved and explored using iteration, along with related BASIC computer programs. (MDH)

Presents three teaching strategies requiring active student participation in which students (1) create and solve their own word problems; (2) generate trigonometric expressions to be solved by their classmates; and (3) act as points to model a basic locus of points. (MDH)

Discussed is a constructivist model of science learning and its possible use in the treatment of science misconceptions. Science learning as conceptual and methodological change is described. (KR)

Determined was the effect that cooperative groups heterogeneously based on proportional reasoning ability have on problem solving in regular and honors high school chemistry. Characteristics of successful and unsuccessful problem solvers individually and in groups are discussed. (KR)

This study examined the problem-solving strategies and systematic errors of (n=82) preservice elementary school teachers related to place value concepts and decimal representations of rational numbers. Problems were posed in the unfamiliar domain of numeration systems with bases other than base ten. (Contains 13 references.) (MKR)

Describes self-regulatory processes that promote achievement in the basic skills of reading (clarifying purpose, understanding meanings, drawing inferences, looking for relationships, reformulating text) and mathematical problem solving (clarifying problem goals, understanding concepts, applying knowledge, monitoring progress). Experiences in…

If science education is to be related as closely as possible to science, then Thought Experiments (TEs) must play an appropriate part. Presents a typology of TEs with examples drawn from the history of physics and addresses their various uses in bringing about students' conceptual development. Finds appropriate use of TEs is lacking in physics…

Provides theoretical evidence supporting the assumption that cognitive mapping is an effective learning method for students' hypermedia design activities. Checks the effects of student hypermedia design assignments in an ill-structured environment against the uniqueness of cognitive mapping, mapping styles, and cognitive mapping as a creative…

Reports on a study of the views of teachers and staff on the introduction of individual investigative work into the precollege, advanced-level chemistry courses in Great Britain. Contains 21 references. (DDR)

Investigates fifth-grade students' conceptual changes toward the greenhouse effect and global warming due to sociocognitive interaction developed in small and large group discussion in an authentic classroom context during an environmental education unit. Classroom discussions led the children to integrate new scientific knowledge into their…

Observed four fifth-graders who collaboratively solved problems integrating concepts related to fractions and area. Compared features of learning through peer collaboration with teacher-directed learning, including whole solution versus component parts, appropriation versus scaffolding, analysis versus synthesis, conflict versus errorless…

One hundred forty fourth graders were asked to solve proportion problems about juice-mixing situations both before and after an intervention that used a manipulative model or other materials in three experiments. Results indicate different approaches appear to be necessary to facilitate children's proportional reasoning, depending on the reasoning…

Describes a process by which technology education students negotiate a contract with the teacher, then develop a plan to fulfill the contract and meet specific criteria for assessment. Concludes that this process provides a mechanism for the individualization of learning, accommodates the development of independence and self-direction, and…

According to Kilpatrick (1987), in the mathematics classrooms problem posing can be applied as a "goal" or as a means of instruction. Using problem posing as a goal of instruction involves asking students to respond to a range of problem-posing prompts. The main goal of this article is a classification of mathematics questions created by Years 8…