Instead of avoiding all conflict, teachers should let students work through conflict to create new learning opportunities. This paper presents the case for and against conflict, discusses the cost of passivity and tranquility, and suggests a fundamental adjustment in perspective that will afford more opportunities for students to delve into…

Although there is still routine in most jobs, knowledge work, in which workers combine and interpret information to find solutions for new problems, is becoming more prevalent. This implies a fundamental change in the relationship between working and learning. (Contains 16 references.) (Author/JOW)

In a September 1988 "NASSP Bulletin" article, the author challenged readers to construct a question analysis matrix for curriculum evaluation in relation to critical thinking and problem solving. The author's solution, featuring various "domains" or components categorized according to planning, implementation, and outcome stages, comprises this…

Describes criteria for discriminating between appropriate and inappropriate problems for expert system solutions, and presents several examples of problem analysis. (CLB)

Explores the potential for using Intelligent Educational Systems (IES) for anchoring instruction in macro contexts in science education. Topics include anchored instruction; situated cognition; problem solving; cognitivism; interactive video environments; and examples of combining IES and anchored instruction. (LRW)

Discusses computerized testing and certification and proposes three levels of certification testing, each one corresponding to a different notion of competent performance, from basic knowledge to expert performance. Declarative and procedural knowledge are defined; performance-based tests are discussed; and testing for problem-solving ability is…

Negotiations through problem solving succeeds because everyone participates and feels good about the process and the product. Lists a step-by-step approach along with tips for arriving at resolutions if the talks falter. (MLF)

Presents an experimental verification of a hypothetical construct explaining the basic mechanism behind the behavior of an intelligent agent implemented in the Solution, Mapping, Intelligent, Learning Environment (SMILE) performance supported system. Explains the SMILE concept mapping method and its role as a problem-solving tool. (Author/LRW)

Attempts to list the body of knowledge and skills that future engineers will need and how such knowledge and skills can best be transferred to students during the engineering education process. Discusses some of the problems facing higher education today presents some ideas for cross border harmonization of engineering education. (Author/SAH)

This article examines the classroom value of assigning good mathematical problems and especially of encouraging many different approaches to their solutions. (Contains 6 figures.)

An attempt to implement problem solving as a teacher of ninth grade algebra is described. The problems selected were not general ones, they involved combinations and represented various situations and were more complex which lead to the discovery of Steiner triple systems.

Different representations of rational numbers are considered and students are lead through activities that explore patterns in base ten and other bases. With this students are encouraged to solve problems and investigate situations designed to foster flexible thinking about rational numbers.

Benjamin Banneker, a self-taught mathematician, surveyor and astronomer published annual almanacs containing his astronomical observations and predictions. Banneker who also used logarithms to apply the Law of Sines believed that the method used to solve a mathematical problem depends on the tools available.

Strategies that children used to solve a fraction problem are presented, and an insight into how students think about divisions and fractions is described. Teachers can use these strategies to help students establish connections related to fractions.

This article presents a brief biography of Paul Erdos, who focused on problem-solving, particularly in the areas of number theory, combinatorics and graph theory. During his life he had no property, no family and no fixed address. He buttered his first piece of bread at age 21. He never cooked, nor ever drove a car. Another mathematician, Ron…