Investigated is whether children would spontaneously model problems with superfluous information and whether their modeling would facilitate problem solving. Included are the addition/subtraction story problems used in this study, introduction, method, results, discussion, and conclusions. (KR)

Discusses the limitations in the explain-practice and active learning methods of teaching mathematics. Proposes that problem-centered learning is a teaching method that encourages student reflection, and presents examples demonstrating that encouraging reflection results in greater mathematics achievement. (MDH)

In a mathematics course for preservice mathematics teachers, students were assigned non-routine problems on material previously studied to help develop intuition and critical thinking. Problems were returned with extensive comments, and had to be reconsidered until solved. (SD)