The role of division of whole numbers in problem solving and the implications for teaching division computation are examined. Deleting the teaching of division facts, and obtaining solutions by using multiplication facts, is advocated. (DT)

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)

Presented are ten problems for the mathematics laboratory in the intermediate grades, the children's reactions to the laboratory, and the authors' evaluation of it. (RP)

Before judging a student's diagram correct or incorrect, the mental associations made by the student between his diagram and the problem should be known. This is a follow-up to the author's article in the November 1970, Arithmetic Teacher." (RS)

Increased interest in mathematical problem solving and in the development of problem-solving ability have demanded that mathematics educators give greater attention to problem-solving instruction. A four-step model for solving problems is followed by sets of suggestions for instructional use. (MP)

It is concluded: (1) elementary school students enjoy doing problems, but have trouble thinking them out; (2) students need to work on a variety of types; (3) calculator use can definitely help students become better; and (4) students need experience in group work. Details of the instructional approach used are provided. (MP)

Problem-solving situations are presented in various settings--a park (levels 1-2), a carnival (levels 2-4), a map (levels 4-6), and a hardware store (levels 7-8). Each page is designed to be reproduced and used for discussion. (MNS)

Problems involving record-setting events are presented, with comments on both the mathematics skills and the reading skills that are involved with each. (MNS)

Evidence is presented that many primary-age children are good at solving word problems. The data comes from three years of observation of about 100 pupils from grades one through three. It is noted that instances of total failure were relatively rare. The individual interview method is recommended to teachers. (MP)

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)

A list of heuristics for elementary school children is provided. Two examples which are viewed to demonstrate the conscientious and creative use of problem-solving strategies by fourth graders are detailed. Suggestions for teachers on how to help pupils develop their problem-solving abilities are included. (MP)

Geared to intermediate-grade classroom teachers, a general framework for solving problems is promoted that has the following steps: (1) Get to know the problem, (2) Choose what to do, (3) Do it, and (4) Look back. Ways of using the framework and suggestions for problem-solving resources are included. (MP)

Suggestions for assisting learning disabled (LD) students in decision making are given for determining what information is needed, the correct operation for solving a given problem, and whether an answer is reasonable. (MP)