Two experiments demonstrate how individual differences in working memory (WM) impact the strategies used to solve complex math problems and how consequential testing situations alter strategy use. In Experiment 1, individuals performed multistep math problems under low- or high-pressure conditions and reported their problem-solving strategies.…

Many students who enter colleges and universities seem to be focused on memorizing and regurgitating information rather than on developing critical thinking and problem solving skills. Mentoring is crucial to help these students transition from the current approach to one that will be successful in college. Successful mentoring requires a…

The purpose of this article is to provide an overview of research-based interventions that incorporate self-regulation strategies to improve mathematics performance of students with learning disabilities (LD). Self-regulation is a metacognitive function essential to academic success. Students with LD are notoriously poor at self-regulation and…

An overview is presented of the current psychological and educational research on inductive reasoning. It focuses on the processes and skills underlying the solutions to inductive reasoning tasks. A short review is also presented on the research paradigms. The existence and nature of learning skills and relevant educational implications are…

Learning is analyzed into two components, monitoring and strategy learning, using a technique that avoids the confounding of the Durling and Schick method. A strategy analysis showed that most subjects employed the same strategy across problems. Strategy shifters displayed a small tendency toward more efficient strategies. (Author/GK)

Describes a study that provides information about the extent to which students actually use their mathematical resources and strategies to solve problems. Interviews were used to analyze the problem solving abilities of high school students (N=35) as they solved five problems. (DDR)

Presents student responses to the "The Darts, Anyone?" problem that appeared in the May, 1999 issue of this journal. The problem concerned finding possible scores on dart rings. (KHR)

Explores acids and bases using different indicators, such as turmeric, purple grape juice, and lichens. Because some of these indicators are not as sensitive as cabbage juice or litmus paper, determining to which acids and bases each indicator is sensitive presents an enjoyable, problem-solving challenge for students. Presents directions for…

Describes experiments with Australian high school students that investigated differences in performance on chemistry word problems between two learning strategies: text editing, and conventional problem solving. Concluded that text editing had no advantage over problem solving in stoichiometry problems, and that the suitability of a text editing…

Explores self-regulated learning (SRL) theory in light of the reform vision of mathematics education depicted with "Principles and Standards for School Mathematics," asserting that implementation of mathematics reform makes possible the development of self-regulated learners while also necessitating developing self-regulated learners.…

As codirector of Harvard University's Project Zero, David Perkins has conducted long-term research programs on creativity, problem solving and reasoning, and learning in the arts, sciences, and everyday life. He explains a new program designed to help teachers connect thinking strategies with subject matter, so that students can better manage…

Explores the connection between sports and the Big6 information problem-solving process and how sports provides an ideal setting for learning and teaching about the Big6. Topics include information aspects of baseball, football, soccer, basketball, figure skating, track and field, and golf; and the Big6 process applied to sports. (LRW)

Represents a college professor's view of children doing math after seven consecutive years of working with approximately 150 children solving word problems. (ASK)

Adresses how doctors know when they have learned enough to cease reading, or talking with colleagues, or using medicine and begin using what they have learned to solve the precipitating problem. (Author/CCM)

Discusses issues regarding problem solving environments via problem posing. Recognizes the importance of the teacher's questions; language characteristics of problems; problem structure and feature; solution structure; teacher's questions used before, during, or after solving a problem; and introducing problem-posing questions in mathematics…