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)

The technique of organizing data in tables to solve counting problems in geometry is illustrated in the solution of five problems. (MN)

Studies of word problem solving of story problems are reviewed and six immature strategies commonly used by elementary and junior high school students are highlighted. Suggested are some recommendations for mathematics instruction. (YP)

Describes the method to solve problems called T-E-M-T-T: trial, error, and modified trial through technology. The method integrates students' skills of estimation, mental computation, and appropriate choice of calculator use. Includes 2 activities for each of grades K-4 and 5-8 that illustrate the method. (MDH)

Presents six strategies to develop appropriate mathematical applications for middle school children: (1) change the name; (2) make problems appealing; (3) encourage group work; (4) let students generate story problems; (5) encourage a positive attitude; and (6) keep students motivated. Illustrates strategies with three examples involving…

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

Five reasons are discussed for teaching estimation involving utility, problem solving, concept formation, calculations, and attitude. Specific types of estimation are analyzed and examples given. (MP)

A distinction is made between basic computational skills and skills related to applied mathematics and verbal problem solving. The advantages of using calculators for teaching the latter skills are discussed. (MP)

The focus is on multi-step problems, with suggestions on helping students understand the mathematical relations, decide which computational procedures to use, and identify the sequence in which computations should be performed. An activity to aid understanding of variables is also included. (MNS)

A case is made for a comprehensive curriculum that includes strong competencies with not only number ideas and computation, but also with other mathematical topics such as geometry, statistics, probability, and estimation. (MP)

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)

A restaurant menu is used to apply mathematics to real situations. A variety of mathematical problems, as well as applications to other content areas, is suggested. (JT)

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

Pertinent findings from research on problem solving are presented to describe how primary-level children may gain an understanding of addition and subtraction as well as practice computational skills through one-step problems. Then suggestions for teaching problem solving are given. (MNS)