Suggestions for assisting learning disabled (LD) students in decision making are given for determining what information is needed, the correct operation for solving a given problem, and whether an answer is reasonable. (MP)

Research appears to support one major conclusion: problem-solving strategies should be taught. Sections presented are: Why doesn't research tell us what to do? What do we know about problem solving? What can teachers do to help children learn to solve problems? What has recent research affirmed? (MP)

Examined the ability of kindergarten children to use counting procedures to solve story problems. A major factor affecting pupil ability was the use of manipulative materials which illustrate the sets and relationships. Findings indicate that pupil success hinges on problem complexity and that this method could be used for early diagnosis of pupil…

A flow chart is used to illustrate analytical chemistry as a component of a problem-solving process. Beginning with a problem, the flow chart proceeds to the question, experimental design, experiments, data treatment, answer, and solution. Another flow chart is used to expand on experimental design. (Author/SK)

A question-answer format on how specific teacher behaviors influence students' acquisition of information, ability to make information meaningful, and application of meaning to new situations. (Author/MLF)

A teaching strategy for problem solving with computers is detailed. The approach provides a "midline" level of help that encourages exploratory activity yet provides enough guidance to increase chances of pupil success. (MP)

Presents contemporary positions on cognitive learning styles, provides a brief description of 12 cognitive learning styles and of recent research studies, offers criterion statements for consideration in reviewing research studies on cognitive learning styles, and offers suggestions for teachers concerning cognitive learning styles. (Author/CM)

Good computer simulations are those which make good use of the capability of the computer and which promote student decisions based on logic, observation, and their knowledge of the real world. (MP)

Sixty fifth-grade students were randomly assigned to a group to be trained in solving Inhelder and Piaget's pendulum problem by Siegler's method or to a control group. A significant training effect was found. A weak transfer effect was found, but delayed performance showed no training effect. (Author/BW)

An example is discussed in which a drill exercise, initially involving whole number addition, can be used to develop concepts in equations of many variables. (MP)

Offers an explanation of the causes for student misbehavior and reviews the alternative approaches to classroom discipline. (WD)

Based on information gained in an interview with a 12-year-old girl in grade seven, a rational reconstruction of the student's problem-solving strategy is proposed and compared with the strategies normally prescribed in contemporary school mathematics textbooks. (Author/CHC)

Presents evaluation sheet for secondary school students to use in understanding specific social issues and the implications of particular decisions. Students rate the action in terms of implementation, implications of results, what historians will say later, and what the public will say at the time. (KC)

Inquiry and lecture/lab methods of instruction yield different results in conceptual and problem-solving tests, while no difference exists in factual tests. The author recommends that the inquiry method of teaching be refined so that it can become a practical classroom instructional strategy. (CT)

Ways to incorporate student mistakes in the instruction of mathematics at the undergraduate level are discussed. A sample investigation of a pupil error with a formula from Calculus is featured. (MP)