Common patterns of responding to the emotional/behavioral problems some deaf children exhibit in the classroom are compared. School programs serving deaf children can use this comparison as a basis for self-evaluation and planning. (Author)

The text of an address by George Polya that discusses teaching and problem solving strategies in mathematics is given. (PK)

The problems which researchers and practitioners in educational technology face are more complex than originally imagined, and the solutions are correspondingly more difficult to produce and implement; yet progress has been made. (Author/CMV)

Presents a design brief to illustrate a simple technique that can be used to teach problem-solving and critical thinking skills. (JOW)

Provides a range of common-sense strategies for dealing with adult students with behavioral difficulties: teaching appropriate behavior, dealing with aggression, setting boundaries, and managing defensiveness. Indicates that solutions lie not just in the classroom but at the college, classroom management, and person-to-person levels. (JOW)

Discusses three identifiable problem areas and teaching techniques that improve student performance regarding truss reactions and truss forces. Problems are as follows: (1) students fail to identify proper number of reaction forces; (2) students fail to consider applied and reactive forces; and (3) students fail to recognize where to cut the…

Points out the problem solving approach differences between experts and beginners' tactics. Recommends introducing new concepts into instruction to induce disequilibrium and force students to make new explanations. Uses chemical equilibrium as an example to explain the metaphor. (YDS)

Considers meaningful learning as the prime goal of education. Discusses characteristics of meaningful learning, including active, constructive, cumulative, goal oriented, and self-regulated; memory and organization of knowledge; problem solving ability; and models of instruction and learning theories, including novice versus expert. (LRW)

The author of this article, while recently working through some problem sets on determining volumes by triple integrals in cylindrical and spherical coordinate systems, realized that, although the textbook he was using included many interesting problems involving spheres, cylinders and cones and the increasingly complex solids that arose from the…

The preproblem pondering strategy of "anticipate the answer" involves attempts to anticipate the form of the answer and the answer's relationship to the conditions of the problem. It draws on the skills of recognition, identification, interpretation and builds confidence.

A mathematical problem is solved using the extension-reduction or build it up-tear it down tactic. This technique is implemented in reviving students' earlier knowledge to enable them to apply this knowledge to solving new problems.

Pick's theorem can be used in various ways just like a lemon. This theorem generally finds its way in the syllabus approximately at the middle school level and in fact at times students have even calculated the area of a state considering its outline with the help of the above theorem.

This exploratory study used structured tasks as direct measures of approaches to learning to examine a potentially important domain of school readiness that is comprised of the multiple ways children engage in learning situations. A structured task designed to measure problem-solving flexibility was found to relate to a subset of a teacher rating…

In this article Jane Webster enquires into the status of religious education (RE) in the curriculum of children with learning difficulties. She maintains that if RE is to be taught well its essence as a subject must be grasped by those responsible for its teaching, and that this involves establishing a viable conceptual framework for the subject.…

In project-based learning, students work in groups to solve challenging problems. They decide on an approach and what activities to pursue. Their teachers guide and advise them rather than direct the work. The process that students use is to gather information from many sources, analyze the value of what they find, and derive knowledge from it.…