Using a proportions approach to solving the three types of percent problems is discussed, with a drawing of a comparison scale. (MNS)

A letter from a parent about a homework assignment involving much repetition (and time) is used as the vehicle to discuss the problem. (MNS)

Two games and one activity designed to be used with a hand-held calculator are presented. (MK)

A new version of a standard old problem is presented. Ways of solving, extending, and continuing the problem that make it applicable to many grade levels are discussed. (MK)

When the words "problem" and "answers" are used in connection with computational exercises, students think they are solving problems. Distinguishing between computational forms and problems is illustrated with a variety of topics. (MNS)

Two posters that can provide simulated problem-solving experiences at a corner store are provided. (MK)

This sample lesson, used with sixth graders, is designed to integrate mathematics learning with the outdoors environment. (MK)

An activity is described in which students write programs for each other using the Logo programing language. A program developed by two fifth graders is discussed. (MNS)

Since problem solving is recommended as the focus of school mathematics, it should be given emphasis in programs for teacher preparation. A course should focus on strategies for solving problems, rather than simply using problem-solving techniques as other content is studied. (MNS)

One approach used to teach a group of six hard-of-hearing and deaf children to solve word problems in addition and subtraction at the first- and second-grade levels is described. (Author/MK)

Teachers should consider using strategy games to introduce students to problem solving in an enjoyable way. Advantages of games, criteria, games and variations to use, and classroom organization are each discussed. (MNS)

Summarizes the interview and observation of mathematics teachers on their classroom teaching of problem solving. Discusses the related issues that teachers should consider as they plan and teach problem solving lessons. (YP)

Two posters that can be used to provide experience in recognizing patterns in sequences of numbers are provided. Suggested number sequences for different grade levels are given. (MK)

Attitudes of pre- and in-service teachers toward problem solving are discussed, and how to provide successful problem-solving experiences is described. Both formal and informal methods are included. (MNS)

The problem-solving skills of logical thinking, critical thinking, visualization, and communication skills are linked with some activities for students. Sample activities with logic, strategies and patterns, breaking fixed notions, open-minded problems, spatial visualization, and communication are described. (MNS)