Shares different students' solutions for a problem entitled Food for Thought from Jay's Dinner, which appeared in the March-April 1998 issue of Mathematics Teaching in the Middle School. The problem involves determining the maximum area to be fenced in by 60 feet of fencing. (ASK)

Discusses the place of problem posing in mathematics education. Shares some approaches to implementing problem posing and critiquing in the classroom. (ASK)

A collection of significant quotations related to mathematics education since the founding of NCTM in 1920 indicating policies and philosophies that foreshadowed the current Curriculum and Evaluation Standards and the Professional Teaching Standards. (MSD)

Argues that the way in which students solve a particular problem can be analyzed to gain insight into how students think about the mathematics involved. Discusses the use of knowledge gained from listening to student conversations about their strategies to orchestrate classroom discussions. (ASK)

Describes a fifth-grade student solving the "Food for Thought" problem featured in the February 1998 issue. (ASK)

Discusses ways to help students improve their problem-solving skills. Presents some mathematics problems to be used in classrooms. (ASK)

Outlines four solution methods for the Mangoes Problem, discusses how middle school students have approached the problem, suggests generalizations of the problem, and gives an example of a related problem that can be used as an extension to explore the four strategies discussed. (MKR)

Provides information for constructing two-dimensional performance graphs for students to assess their competencies and to diagnose difficulties in the important area of problem solving. (ASK)

Describes a way to assign points to the problem-solving process. Provides a rubric-scoring example. (ASK)

How students interpret problems influences how they solve them. Lists lessons learned at the end such as how fair assessment of mathematics set in contexts requires having students explain their reasoning or assumptions, and is done most effectively and accurately over time. (ASK)

Describes two problem-solving videodisc adventure stories related to geometry and reports reactions of (n=25) teachers and their students who used the adventures. Results found teachers and students had increased knowledge of ways to apply geometry. (12 references) (MKR)

Shares two lessons in which students help teachers pose problems and discover the importance of posing problems properly. Presents a fifth-grade lesson in which students found a mistake in a proportion problem, and an eighth-grade lesson that discusses a geometry problem with insufficient information. (ASK)

Describes how successful study of mathematics requires a set of problem-solving processes that help students reason mathematically, offers a context in which students can communicate their reasoning, and provides opportunities for students to link their learning to prior mathematical contexts. Discusses the three basic processes of Krutetskii's…

Describes students' enthusiasm for Tuesdays in an American community school in Greece when they get together in small groups to explore, conjecture, analyze, and solve mathematics problems. (ASK)

Presents the discussion of three teachers who were searching for understanding of problem-centered instruction in mathematics education. Aims to help readers reflect on how they see problem solving in their own classrooms and to reconsider ways in which they use problems in instruction. (ASK)