Describes a project that integrated technology into the social studies curriculum by having 9- and 10-year-old students complete Internet-based lessons on each region of the United States. Discusses what was learned about how reading, writing, and language were used by students as they moved through these activities. Provides suggestions for…

Described is the Delaware Elementary Mathematics League; a state mathematics competition for grades 4-6. Included are specific sample test items and a discussion of how they can nurture the development of problem-solving skills. Sample tests are also discussed. (CW)

A teacher in a residential program for students with emotional disturbances, and later a consultant with the state education agency, reflects upon his career, reviews the history of education of students with emotional disturbances, expresses concerns about existing educational practices, and offers suggestions for dealing with predicted future…

Presented is a method where a quadratic equation is solved and from its roots the eigenvalues and corresponding eigenvectors are determined immediately. Included are the proposition, the procedure, and comments. (KR)

Two ideas for teaching mathematical Concepts are presented: "Writing Study Cards for Understanding"; and "A Conceptual Approach to Solving Equations." Examples of the applications of these methods are discussed. (CW)

Essential ingredients of supervising teachers include: (1) going beyond teacher report to direct observation, (2) timely identification of problems, (3) careful analysis of programs for design adequacy, (4) provision for extensive teacher practice in structured settings, (5) provision for additional supervised classroom practice, and (6) a well…

Describes how shared learning activities, including cooperative learning, collaborative learning, and small group learning, can develop critical reading and problem-solving skills. Discusses the teacher's role in guiding shared learning activities. (MM)

Use of video recorders may enhance young children's comprehension, recall, memory, and problem-solving skills. Research should be conducted on ways in which the combination of the video recorder and computer technology may facilitate children's learning processes. (RH)

Describes the Philosophy for Children program in critical thinking, its pedagogical approach involving the community of inquiry, and the sociocognitive learning theories upon which it is based. Suggests it can be used as a pedagogical model for developing collaborative learning approaches in art education, especially aesthetics. (KM)

Suggested are ways that problem solving can be integrated into existing college courses. Modification of assignments, reduction of class examples, developing the structure of knowledge, finding time to teach process skills, and developing student awareness are discussed. A self-assessment form for students is included. (CW)

The effects of overt or covert verbalization and specific or non-specific goals were investigated. Sixty-four undergraduate students solved acquisition problems and subsequently took tests measuring near and far transfer. Results indicate that acquisition can be influenced by teaching methods emphasizing conscious attention to goals. (SLD)

Reports on a study that analyzed students' chain of music decisions from problem perception to problem solution. Found that highly involved problem solvers explored and organized sound for its musical expressiveness, while uninvolved problem solvers rarely based their decisions on musical concerns. Concludes with implications for music teaching.…

A generalization of the golden ratio is made, called the silver ratio. Some examples where the golden ratio appears are provided so that the silver ratio appears. (MNS)

A course at the University of Georgia is described that helps students acquire problem-solving skills so that ultimately the entire remedial program would be improved, giving students with major deficiencies in basic skills a better chance to succeed in their regular university courses. (MLW)

Describes qualitative aspects of explicit and less explicit explanations of cognitive reasoning processes associated with mathematical problem solving strategies. Includes lesson excerpts to illustrate three major differences between explicit and less explicit explanations. (MG)