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)

This article considers three ways to incorporate active learning in the exploration of mathematics: organizing centers, open-ended tasks, and the solving of good problems. (MP)

The problems of determining the rectangle having maximal area given a constant perimeter, given a constant total for three sides, and given a constant total for the perimeter plus a perpendicular bisector of a side are all discussed. (DT)

The focus of these worksheets is on problem solving. Verbal problems involving number concepts are presented for primary levels; worksheets for the intermediate grades draw on geometric concepts, measurement, and elementary logic. (DT)

Discusses the implementation of the National Council of Teachers of Mathematics standards, especially problem solving, into the elementary mathematics curriculum. Presents three examples: measurement and seriation at the primary level; place value for intermediate level; and spatial reasoning and logical thinking at the intermediate level. (YP)

This report on mathematics education in Soviet elementary schools was prepared by a writer for the Novosti Press Agency in Moscow. It notes that mathematics is taught by subject specialists beginning in grade 4 and provides details on both curriculum and instructional practices. (MNS)

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

A unit on problems involving large numbers can begin with calculating the amounts of ingredients needed to produce several thousand hamburgers. Other sources of computational problems are described. (SD)

Misconceptions that children exhibit about area concepts are identified. Diagnostic teaching suggestions are given. (JT)

The role that food-preparation activities could play in developing understanding of mathematical ideas by middle school students is discussed. Measurement, computation, language, attitudes, and problem solving are addressed. (MNS)

A study done with seventh and eighth graders to determine aspects of their knowledge about surface area and volume is described. Results indicate analogy in problem solving may be an appropriate strategy for seventh- and eighth-grade students. (MK)

Changes in the elementary and junior high school mathematics curriculum that have occurred in the last 20 years and that may occur in the future are discussed. (MK)

The contribution to learning that can be made by students' questions is considered. Some questions asked by middle school students and the activities selected by the teacher to answer their questions are presented. Questions involve predicting, judging reasonableness, measuring, finding an average speed, and multiplication. (MNS)

Described is a Kernel Design, used in the multiunit Discovery School in Mansfield, Ohio, to improve a general weakness in the areas of measurement and the use of monetary skills. Kernel Design is so named because it conveys the gist or core of an idea. (Author/TG)