Offers concrete strategies for teaching students about frustration, reducing classroom stress, and integrating frustration-tolerance techniques into the regular curriculum. Discusses how to teach self-control within the curriculum with tips on relaxation, support, and acknowledging accomplishments. Claims that such steps will reduce related…

Thirty-eight sixth graders were trained in fraction calculation through progressive transformation dialectics (PT) whereas a control group of 38 was taught through a traditional mathematics education framework. The PT group, encouraged to form network-type knowledge representations, performed better on problems that required more than mere…

Discusses the SAGE project, a Biology II project in which students analyze a specific disease by utilizing Internet resources. Poses seven problems for students and includes solutions. (ASK)

Offers two problem-solving ideas for hands-on pattern-block activities. A primary level activity introduces area and gives students experience with a problem that has multiple solutions. An intermediate level activity provides first-hand experience with similar shapes. (SM)

Describes a course that uses current environmental quandaries to teach students how to think, analyze, research, question, argue, evaluate, write, and solve problems. Develops skills required for active, project-oriented learning and covers principles of critical thinking and rudimentary risk literacy. (JRH)

Asked eight adults to instruct third- and fourth-graders individually in a math problem. Found that the adults offered more variable instruction to children who produced gesture-speech mismatches than to children with no mismatches--more types of instructional strategies and more instructions that contained two different strategies, one in speech…

Uses the notion of focusing phenomena to explain how a teacher's actions were connected to her students' interpretations of a linear equation. Conducts interviews and analyzes a high-school classroom that emphasized dependency relationships in real-world situations. Describes how the teacher directed attention away from functional relationships…

Presents a project that addresses several components of the Algebra and Communication Standards for Grades 9-12 presented in Principles and Standards for School Mathematics (NCTM, 2000). Describes doing mathematical modeling and using the language of mathematics to express a recursive relationship in the perimeter and area of the Koch snowflake.…

Presents the author's views concerning the nature of educational intervention in learning disabilities. Considers ethical issues, research design, and measurement of change. Discusses the barriers to conducting intervention studies and methods for dissemination of the research findings. (DB)

Explores the use of simulations as a teaching method for gifted students. Identifies positive effects of simulations and distinguishes different types. Notes disadvantages related to time, money, and experience as are unique features of the teacher's role in this approach to instruction. Lists guidelines for choosing a model and deciding on a…

This paper advocates a philosophy of science teaching that embraces intellectual conflict, suggesting that it is important to engage students in productive intellectual conflict in order to teach for conceptual change. Presents two approaches that could actualize the philosophy of "teaching the conflicts" within science instruction. (SM)

Presents a geometric problem and illustrates four different ways to solve it: (1) a synthetic approach; (2) a coordinate approach; (3) a vector approach; and (4) a transformation approach. (KHR)

Investigates students' abilities to draw inferences. Introduces cognitive conflict in the form of video clips of reasoning expressed by students. Documents change with regard to the levels of observed response for the protocol and the use of displayed variation in the graphs. Analyzes change associated with the presentation of cognitive conflict.…

Investigates the relationship between traditional physics textbook problem solving and conceptual understanding. Reports that students had many of the well-known conceptual difficulties with basic mechanics and that there was little correlation between the number of problems solved and conceptual understanding. (Contains 21 references.)…