The article presents seven questions on difficult instructional situations. Each question is followed by one or more responses and one or more typical comments that a person might make to the response. The responses and comments offer suggestions for handling the instructional problems. (Author/MS)

Problem solving is presented as a resource for creating curriculum through reflections on intuition such as: exploring available intuitions, making explicit the intuitions used, and using intuition to generalize. (MP)

A major source of challenging problems for students is the use of higher mathematics to derive elementary problems. Several examples are given. (MP)

A general method is given for determining an efficient problem-solving process for a given type problem. An application of the method is then described in an experiment involving teaching indefinite integration. (MP)

Three examples illustrate a method for solving word problems: guess a solution, write an expression to check the guess, and substitute a variable for the guess in the expression. (MP)

Tells about an assignment in a technical writing course, in which students are presented with a hypothetical problem faced by a business corporation; they then work in groups to write memos detailing possible solutions to the problem. (GW)

Defends improvisational drama as a means of promoting creative problem solving and describes the author's experience as a creative dramatics teacher at an inner-city school. (DD)

Suggests grammatical problem solving, grammatical worksheets, and grammatical poetry as ways of helping students acquire grammatical fluency. (DD)

An approach to teaching sequences is described. The method is based on finding generating functions. (SD)

"Solve a simpler problem" is the strategy illustrated, with suggestions on other strategies included. (MNS)

The study assessed a program involving distinctive-feature prompts for teaching four educable mentally retarded children (ages 7-9) to use appropriate arithmetical operations with multicomponent pictorial problems. Results indicated the program was effective with all subjects. (Author/DB)

A problem-solving approach to teaching language rules to language-disordered children is described through an analogy with baseball. (CB)

The problem-solving strategy of using a drawing is highlighted, with two problems discussed. Tips on classroom climate and other teaching ideas are also given. (MNS)

Using open-ended problems with more than one answer is disucssed, with examples. Other tips on open-ended problem solving are included. (MNS)

Can the sum of the edges, the surface area, and the volume of a three-dimensional object be numerically equal? Solutions to this challenging problem are discussed. (MNS)