Described and compared are two approaches for evaluating student problem solving skills at the elementary school level. One model was developed by Charles and Lester; the other model was developed by Woods. (RH)

Presented are problem solving tips for teachers related to mathematical word problems for elementary school students. (RH)

Masters of worksheets are given that are designed to help students develop the problem-solving skills of analyzing information, identifying the question, and selecting pertinent facts. (MK)

The goals and history of the Mathematical Olympiads for Elementary Schools are described. Teams, levels, and gender are discussed, as well as teacher training, administration, scoring, and awards. Sample problems are included. (MNS)

Describes a class activity in which students create word problems associated to specific arithmetic problems that are then edited in their English class. Using the computer laboratory and a word-processing program under the supervision of the media specialist, the problems are compiled in a booklet, printed, and distributed. (MDH)

Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

The skill of asking appropriate intermediate questions during problem solving is discussed. Several problems and other classroom activities are also presented. (MNS)

Since early childhood is a critical time to build a readiness for problem solving, 12 specific activities, with problems, are suggested. (MNS)

Problems involving record-setting events are presented, with comments on both the mathematics skills and the reading skills that are involved with each. (MNS)

Problems and activities are presented for which "I can't do it" or "It can't be done" are the correct responses. Including problems of this type in the curriculum adds a new dimension to students' learning and helps to develop better problem solvers. (Author/MK)

Several problems that can be used with calculators are provided. Teaching tips and references are included. (MNS)

Outlines the development of a lesson structured around four stages of problem-solving. Provides five problems and questions for understanding, getting started, and for extension in each of the problems. (YP)

Describes seven number-sense skills for elementary and middle school grades. Provides eight short stories for grades three through eight designed to develop students' number-sense skills in which students replace missing data so that the story makes sense. (MDH)

Children's difficulties remembering correct algorithms for operations with fractions are traced to difficulties in the instructional sequence. Many teachers "teach mistakes" by failing to provide sufficient referents for their pupils. (MP)

An instrumental technique is presented to help students create a symbolic representation that may aid the process of choosing an appropriate operation to solve a problem. Current research and practice are discussed; then the part-part-whole model is presented. (MNS)