A general method is given for determining an efficient problem-solving process for a given type problem. An application of the method is then described in an experiment involving teaching indefinite integration. (MP)

Three examples illustrate a method for solving word problems: guess a solution, write an expression to check the guess, and substitute a variable for the guess in the expression. (MP)

Tells about an assignment in a technical writing course, in which students are presented with a hypothetical problem faced by a business corporation; they then work in groups to write memos detailing possible solutions to the problem. (GW)

Defends improvisational drama as a means of promoting creative problem solving and describes the author's experience as a creative dramatics teacher at an inner-city school. (DD)

Suggests grammatical problem solving, grammatical worksheets, and grammatical poetry as ways of helping students acquire grammatical fluency. (DD)

Inquires whether it is feasible, useful and profitable to conceive moral education through the teaching of virtues. Considers some problems involved in presenting virtues. (Author/RK)

An approach to teaching sequences is described. The method is based on finding generating functions. (SD)

"Solve a simpler problem" is the strategy illustrated, with suggestions on other strategies included. (MNS)

The study assessed a program involving distinctive-feature prompts for teaching four educable mentally retarded children (ages 7-9) to use appropriate arithmetical operations with multicomponent pictorial problems. Results indicated the program was effective with all subjects. (Author/DB)

States that the teaching of logit regression analysis is much neglected in statistics courses within sociology. Claims that logit regression allows the researcher to evaluate the impact of a set of predictor variables on a dichotomous dependent variable without the problems associated with discriminant analysis, weighted least squares regression,…

A problem-solving approach to teaching language rules to language-disordered children is described through an analogy with baseball. (CB)

Presents some of the principles used in designing educational interventions that seek to increase college student awareness of social justice and intergroup relations. A three-phase format, with distinctive objectives and activities, is described. (Author/NB)

Stresses the importance of teaching not only the linguisti aspects of a foreign language but also the gestures used by native speakers of the language. Several examples (some accompanied by sketches or photographs) are provided of gestures used by native speakers of Italian. (CFM)

The problem-solving strategy of using a drawing is highlighted, with two problems discussed. Tips on classroom climate and other teaching ideas are also given. (MNS)

Using open-ended problems with more than one answer is disucssed, with examples. Other tips on open-ended problem solving are included. (MNS)