The role of the psychologist is to make available to the teacher psychological knowledge and techniques relevant to problem solution. The role of the teacher is to use these techniques in solving the problem. Two case studies are presented to illustrate this procedure. (Author)

The maximal rectangle idea is used to illustrate ways to ease students into the frame of mind required for problem solving in calculus. (MNS)

Stresses the importance of teaching "structured programming," and gives examples of good and bad programing styles and suggestions for teaching good programing techniques. The language used is BASIC, and numerous examples are provided. (EAO)

The willingness of continuing educators to meet the challenge of studying the computer and using it to enhance the learning process will influence whether this generation of educators takes a step forward toward a respectable profession or a step backward toward a poorly paid skill. (Author)

Suggests ways for the regular classroom teacher to cope with learning disabled students in a mainstreamed setting. (AH)

Presents an exercise for use in political science courses on the college level that requires students to solve a frequently occurring problem--the provision of a collective good and the allocation of its costs. To solve the problem, students answer questions such as "Why do we have governments?" and "What constitutes a just policy?" (Author/DB)

Presents 21 ideas for helping children learn to do story problems in math. (SJL)

The author contends that the differences in people's reasoning abilities are a matter of how efficiently they are able to process information and proposes a problem solving approach for retarded learners which is systematic, predictable, and more consistent with their abilities and experiences. (SBH)

Discusses the use of student-generated rubrics in science classes where students design their own laboratory activities to solve open-ended problems. Promotes careful consideration of what constitutes open-ended work. Presents certain rubrics and grading criteria. (JRH)

Presents a way of using counterintuitive mathematics problems to help keep students actively involved in mathematics education. (KHR)

Describes the use of a purposefully designed set of problems borrowed from a variety of critical thinking activity books and selected to motivate, excite, and engage students in the learning process. Helps students develop a deeper, more conceptual understanding of mathematics by incorporating these problems into a beginning algebra course.…

Students use the relationship between the speed of a ball and the time that a player has to react to it to understand uniform motion problems. Includes activity sheets. (Author/NB)