Offers four steps to broaden students' thinking by questioning the "facts" from cases or problems. Claims the assignment helps students understand the process of dissecting the parts of a problem, researching the alternatives, writing a factual report, and orally presenting recommendations. (MS)

The problem-solving approach was used with 68 vocational agriculture high school students, and the subject matter approach with 61 students. Tests of problem-area achievement and retention revealed that the problem-solving approach was neither more nor less effective than the subject-matter approach. (JOW)

A program designed to teach cognitive strategies through logical problem-solving and developed for elementary learning disabled students is presented. For each problem set, the instructional procedure involves a discovery activity, discussion, conclusion, follow-up activities, and integration. Five samples of the program's problem sets (e.g.,…

The article addresses the needs of the head injured child and adolescent in the area of behavioral management. Case examples are used to illustrate such behavioral difficulties as distractability and unprovoked aggression as well as the efficacy of behavioral interventions. (Author/DB)

The method of finite differences is discussed with some applications. The method is described in detail, with illustrative sequences, and several problems are presented. (MNS)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

Two problem-solving skills, guess-and-test and simplification, are introduced and reinforced through a variety of motivating problem situations. Solutions of sample problems and extensive directions for the teacher encourage the use of Polya's four-step model of problem solving. (MNS)

The use of logical reasoning is illustrated with a problem and its solution process. Other suggestions for teaching problem solving are included. (MNS)

Holds that virtually all children possess informal abilities required for school success and that most problems in school mathematics stem from social, personality, or educational factors. Describes children's informal mathematical thinking, presents clinical observations, and discusses implications for instruction of children experiencing…

Argues that using simulations designed for purposes other than teaching English as a foreign language offers a way to enlist full participation on a "language-generating" activity, thereby encouraging language acquisition as opposed to learning. Gives an example of one such simulation with a set of guidelines for running it. (SED)

A program is described that is designed to improve the cognitive planning abilities and social skills of students nine to 16 years old with behavior problems. Students learn the cognitive planning sequence of stop, plan, do, and check. (CL)

The problem-solving strategy of making an organized list is highlighted, with a problem and suggestions for teaching the strategy. Other suggestions for teaching problem solving are then presented. (MNS)

Some traditional and some less conventional approaches using the cotangent to solve the same problem are described. (MNS)

Describes the nature and use of a "strategy", an organized approach that breaks down the overall mental task of problem-solving into stages, providing details of the McMaster Six-Step Strategy. Also provides instructions for working through a Whimby pair series of problems and the Schoenfeld management approach. (JN)

The article presents an instructional model for teaching frustration management without sacrificing traditional academic content. An illustration is offered of an adaptation of a language arts objective to promote acceptance of and coping with frustration. (CL)