Identifies and describes three steps where connections between written symbols and understandings can be made: (1) developing meaning for symbols; (2) developing meaning for rules; and (3) checking the reasonableness of solutions. (YP)

Several problem-solving activities involving only 0-9 to be used with sets of ceramic tiles are presented. Finding specified sums, differences, or products is the object of most of the problems. (MNS)

The calendar provides elementary mathematics students with open-ended questions intended to engage them mathematically in high-interest activities. No answers are provided so that students are encouraged to look alone, or in small groups, for significant mathematical evidence to develop confidence and the necessary critical thinking skills. (JJK)

Discusses ways to simulate a probability problem of interest to middle school students in which students calculate the average number of packets of trading cards purchased to obtain a complete set of cards. Simulations utilize a spinner, a table of random numbers, and a computer. Includes the BASIC program utilized in the simulation. (MDH)

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)

Performance on several word problems used in the National Assessment of Educational Progress is discussed. Errors are analyzed for different age groups, and the overall findings are compared with results of related research. Implications for instruction are derived. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results…

Potential uses for computers include: programing the solutions to problems; simulating situations in order to test hypotheses; gaming, as a study of probability and statistics; and practicing, testing, and tutoring. (MP)

Some problems and classroom problem-solving settings presented in a mathematics methods course for elementary teachers are described and some results of student's involvement in the program are illustrated. (MN)

Hands-on mathematical activities are described for use with tricycles, Big Wheels, single-, and multigeared bicycles. (JT)

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

Helping students solve logic problems using properties of whole numbers in levels 1-6 and properties of positive and negative rational numbers in levels 7-8 is presented. Four worksheets and teaching suggestions are included. (MNS)

Four worksheets and teaching suggestions are presented, with the focus on mental computation for levels 2-3; factors, levels 3-4; and nonroutine problems, levels 5-6 and 7-8. (MNS)

Students are asked to find different tiles that could be manufactured and show how a particular tile can be used to cover a floor. Thus, tessellations are explored. (MNS)

Worksheets are given which involve activities using newspapers to find information and use it in problem solving. Recognition of numerals, price comparisons, writing a sports problem based on a picture, and finding ratios are included. (MNS)