An experimental calculus class was instructed by inquiry-style presentation incorporating heuristic problem-solving strategies. A control class was also instructed using an inquiry style, but with no emphasis on heuristics. Based on interviews, it is suggested that heuristic-oriented instruction can be an effective mode of teaching problem…

Conceptual development is a very important part in the educational process. (MR)

In reviewing the state of educational technology in Poland, the author focuses on problem-solving teaching, group work, and programed instruction according to the "block system. (LS)

The development of flowcharting as a learning technique can be easily implemented if the teacher (1) defines the terms that might not be understood, (2) identifies the arithmetic process needed to solve the problem, and (3) analyzes how each problem can be calculated on the machine. (Author)

A previous article, EA 500 335, is criticized for claiming the applicability of the CRAM model without research documentation. (MF)

The role of the psychologist is to make available to the teacher psychological knowledge and techniques relevant to problem solution. The role of the teacher is to use these techniques in solving the problem. Two case studies are presented to illustrate this procedure. (Author)

The maximal rectangle idea is used to illustrate ways to ease students into the frame of mind required for problem solving in calculus. (MNS)

Stresses the importance of teaching "structured programming," and gives examples of good and bad programing styles and suggestions for teaching good programing techniques. The language used is BASIC, and numerous examples are provided. (EAO)