An example is given of a mathematical modeling problem involving the number of people that get on and off an elevator and the expected number of stops it makes. (MN)

The author outlines where we've been and where we ought to be going with computer-enhanced mathematics especially with respect to student motivation and problem solving. (MN)

An analysis of sixth-grade students' problem solving found the process to be a series of behaviors for each of which an explanation can be elicited. Advocates that teachers use questioning and discussion techniques rather than a "right-wrong" approach to the evaluation of verbal arithmetic problems. (CP)

Described is the development of a simulation, or model of an existing congested pedestrian crossing situation by elementary school students in order to conduct trials of their solutions. (MN)

Questions regarding the type of teacher input and its effect on immediate and delayed performance in student problem-solving are examined. Specific guidelines for the classroom teacher are then suggested. (Author/MA)

Examples are given of transcripts made from tape recordings of a teacher working with groups of 10-year-old children using calculators. Attention is focussed on the teacher's role in the interactions which take place. Suggestions are offered for the possibility of a structure of strategies available to a teacher. (Author/RH)

Helping students solve logic problems using properties of whole numbers in levels 1-6 and properties of positive and negative rational numbers in levels 7-8 is presented. Four worksheets and teaching suggestions are included. (MNS)

Presented are two problems that can be solved using a computer simulation by students who have completed Algebra II. The distance and bisector formulas and the various forms of the equations of a circle and straight line are the topics. Computer program listings are included. (MNS)

Mathematical creativity is considered important by many mathematics educators. This literature review gives particular attention to attempts to assess creative ability. Two key aspects emerge related to fixations in problem solving and divergent production, and these might form the basic framework for fostering and rewarding mathematical…

In this study, third- and fourth-grade pupils were tested to see if they could consistently distinguish between measurement and partition division word problems and to observe their patterns of preference. Both before and after instruction, significant proportions of the students could distinguish the two division situations. (MNS)

Four worksheets and teaching suggestions are presented, with the focus on mental computation for levels 2-3; factors, levels 3-4; and nonroutine problems, levels 5-6 and 7-8. (MNS)

Students are asked to find different tiles that could be manufactured and show how a particular tile can be used to cover a floor. Thus, tessellations are explored. (MNS)

One schools' experiences with mathematics contests are described, with American Pi, the Great Calculator Contest, and the Forest View Math Olympics in problem solving each detailed. (MNS)

The mathematical content involved in self-teaching enrichment models for students in grades 8-12, the pedagogy employed in a summer institute for such students, and the results obtained are presented. (MNS)

Describes a mathematics education research project conducted among seventh graders with the goal of identifying important processes, skills, and understandings needed by students to use mathematical ideas in everyday situations. Discusses information utilization skills required for solving a written problem containing extensive verbal and…