Three approaches to the same geometrical problem are presented to demonstrate the role of intuition in mathematics and to clarify the concept of insight. (MP)

A programed unit on triangle constructions using an information processing prescriptive model was compared to a traditional model. The experimental group scored significantly higher on a retention test. (MP)

A major source of challenging problems for students is the use of higher mathematics to derive elementary problems. Several examples are given. (MP)

Research on college students' ability to estimate means and variances for sets of data showed that they were more able to estimate means, and that various characteristics of the data (e.g. magnitude of numbers) influenced the accuracy of estimates. (SD)

Pilot studies of instructional sequences using games showed that high ability junior high school students and their teachers improved significantly in the ability to select ideas relevant to solving particular problems. (SD)

A small-group tutorial technique is described that develops creative thinking in students having difficulties in problem solving. (MP)

This paper analyses three well-known paradoxes to show how mathematical statements can cause mental disharmony. The outcome forms a basis for a psychological theory of confusion in mathematics learning which has important implications for classroom practice and curriculum innovation. (Author/MN)

This paper describes the nature and use of a computer-assisted sequence of instruction in college-level mathematics. Units in differential and integral calculus and geometry are described. The authors claim that students acquire increased confidence in their knowledge and problem-solving ability. (SD)

A course in applied statistics for social science students provides for students designing experiments at an interactive terminal. (SD)

The potentials of computer systems designed to help students in learning mathematics are explored, and some barriers to implementation are discussed. (MP)

A sample of 266 eleventh-grade students were used in this research project. The findings imply that particular emphasis should be placed on practice in formula derivation. Other activities related to verbal computational problem-solving ability should be reserved for home assignment. (MP)

Questions regarding the type of teacher input and its effect on immediate and delayed performance in student problem-solving are examined. Specific guidelines for the classroom teacher are then suggested. (Author/MA)

Arguing that computers can be used to improve not only the delivery of undergraduate mathematics courses, but also their content, the author discusses several broad areas in which computers might improve the undergraduate curriculum. (SD)

The process of designing a learning system for an undergraduate business course in problem solving is described. The system includes pre-testing, problem solving strategies, providing practice and evaluating systems performance. (MN)