Presents two solutions of the Isis Problem, finding the dimensions of a rectangle for which the numerical values of the area and perimeter are equal, to hypothesize how the ancient Egyptians may have solved the problem without the benefits of more modern mathematics. (MDH)

Describes one possible approach to solving the following problem: given a pentagon ABCDE in which triangles ABC, BCD, CDE, DEA, and EAB all have area=1, is the area of the pentagon determined? (AIM)

The technique of using "seed problems" involves starting with a simple problem and seeing how far it leads. It may inspire different, related problems, or it may be approached with varied tools. Problems related to points and lines, pyramids, Pythagorean quadruples, and regular pentagons are discussed. (MNS)

Profiles a middle school mathematics teacher and examines her use of two problems from a pilot version of a 6th grade unit developed by a mathematics curriculum project. Reports that problem-solving-oriented curricula provide opportunities for students to make mathematics connections and leads to student confusion and uncertainty. Contains 35…

Discussed is the behavior displayed by good problem solvers of feeling free to restructure, revise, or redefine a problem. Examples of student work are included. (MNS)

Covers a project conducted by the Freudenthal Institute in which observation of student behavior supported the premise that the graphics calculator can stimulate the use of realistic contexts, the exploratory approach to mathematics, a more integrated view of mathematics, and more flexible behavior in problem solving. (AIM)

Addresses the early stages of children's introduction to the use of variables in formal algebraic notation. Describes a teaching approach that aims to situate the use of formal notation in meaningful contexts. Presents a study of a teaching sequence based on children working with this approach using graphical feedback in problem solutions. (AIM)