Lessons given to a group of mathematically talented eleventh and twelfth graders enrolled in a problem-solving course that provided practice in applying the heuristic strategy of working backward are detailed. Special attention was given to the process of formulating generalizations that represent large problem classes. (MP)

Defines the concept of problem and notes that primary-grade teachers need to help nurture problem-solving skills. Discusses six practical ways instructors can promote such skills and views the ability and willingness of teachers to transform typical activities into problem-solving opportunities as essential. (MP)

Incorporating problem solving as an integral part of mathematics programs in the classroom is discussed. The teacher's focus is seen as stretching pupil thinking. (MP)

Alternative techniques are suggested to some of the conventional approaches to teaching problem solving. Three general, conventional approaches are noted, and the nature and use of visual thinking is detailed as the fourth alternative. Examples of lessons with fifth graders using the fourth approach are provided to promote this method. (MP)

Describes the use of optional group projects for third-year college-level geography students. The authors conclude that this format, besides being intellectually rewarding, teaches students valuable research, problem solving, and social skills. (AM)

An approach to teaching pupils the long division algorithm that relies heavily on a consistent and logical approach to estimation is reviewed. Once learned, the division estimator can be used to support the standard repeated subtraction algorithm. (MP)

Reports on the use of closed circuit television as a critical component in the process of in-service teacher training for implementing alternative teaching methods. A five-step problem solving scheme is used to describe the specifics of this project. (Author/JEG)

A model that can be effectively used to develop the notion of function and provide varied practice by using "real world" examples and concrete objects is covered. The use of Popsicle-sticks is featured, with some suggestions for tasks involving functions with one operation, two operations, and inverse operations covered. (MP)

Suggests improvisational role-playing of fairy tales as a method of teaching social problem-solving skills to students. Presents a sample activity session based on the "Pied Piper of Hamelin." (SJL)

Describes a sequential problem solving method for teaching stoichiometry to high school students. Provides several sample problems. (CS)

Several activities designed to help elementary level students learn how to read calendars are presented. Problem solving and experiential learning are stressed. (MP)

The possibility of teaching students to recognize and apply problem-solving strategies used by experts is explored. (MP)

A study to investigate one of the mechanisms teachers may use to convince themselves incorrectly that students have learned science concepts requiring formal operational ability is presented. The investigation indicates instructors may actually teach and test for memorization of algorithms rather than understanding. (MP)

Asserting that problem solving is the most important mathematical skill that elementary students need to learn, the authors present teaching tips and sample problems geared to the primary and intermediate grades. (SJL)

Outlines a procedure for helping mature students learn the art of textual analysis. Notes the advantages of problem solving in small groups as a means of developing skills for literary analysis. (RL)