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

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)

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)

Describes how Suzuki's methods of teaching young pupils to play the violin can be combined with Polya's ideas on problem solving to teach mathematics to elementary school pupils. Six references are listed. (YP)

Offers five suggestions to help students assess the reasonableness of their answers: (1) giving students a variety of problems; (2) facilitating students' discussions and interpretations of the problem conditions; (3) encouraging students to estimate answers before carrying out calculations; (4) encouraging students to ask whether their answers…

Discusses definitions of problem solving, sources of real problems, selection of data for use in problems, developing strategies for solving, and deciding when solutions are acceptable. (MKR)

A problem-solving component for the junior high school mathematics curriculum is described. A sample worksheet of routine problems is included, and suggestions for working with nonroutine problems are given. (MNS)

Describes an approach which helps sixth-grade students become excited about word problems. By using the approach (which involves categorizing a problem before solving it), students master skills in the problem and also develop more positive attitudes toward solving problems. The approach is equally applicable to any intermediate/junior high grade…

Presents an instructional strategy for teaching how to solve word problems and understand the operations involved. Describes the acquisition method of the part-whole relationships of problem situations. Provides some samples of the instructional strategy used and classroom test results. Lists nine references. (YP)

Compares the practice of using drawings in story problems in Japan and the United States and includes recommendations for teachers in the United States. (Contains 14 references.) (MKR)

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)

Presents calendars for the months of May, June, July, and August that contain problems and projects to be done for almost every day of the month. Provides instructions on how parents can utilize the calendars. (MDH)

Discussed is the value of making writing a regular part of the mathematics curriculum. Writing skills can be used in creating word problems, bilingual classrooms, process problems, mathematics journals, and as a diagnostic tool. Included are examples of students math work and written explanations. (KR)

Compares the development of two students' understanding of addition and subtraction. One student's understanding is based on memorized rules and the other's on understanding the concept of place value. Discusses the effects of different goals for instruction and the importance of understanding place value. (MDH)

Relates research findings on the way primary-grade students communicate mathematical ideas through the use of symbols to a framework for students to investigate the part-whole relationship of quantity. Discusses children's problem-solving abilities, linking word problems and symbols, the importance of context for understanding symbols, and the…