Escape rooms have been receiving more attention for use in education. Escape rooms are games in which teams solve multiple puzzles and challenges using clues, hints, and strategy to determine how to escape from a locked room. The implementation of escape rooms has the potential for increasing students' mathematical understanding and engagement.…

Problem solving has long been a priority in mathematics education, and the first Common Core mathematical practice (SMP1) focuses on this priority through the language of "Make sense of problems and persevere in solving them." We present findings from a survey about how prospective elementary teachers' (PTs) make sense of potential…

This article summarizes research conducted on calculator block items from the 2007 fourth- and eighth-grade National Assessment of Educational Progress Main Mathematics. Calculator items from the assessment were categorized into two categories: problem-solving items and noncomputational mathematics concept items. A calculator has the potential to…

This paper discusses one step from the scientific method--that of identifying independent and dependent variables--from both scientific and mathematical perspectives. It begins by analyzing an episode from a middle school mathematics classroom that illustrates the need for students and teachers alike to develop a robust understanding of…

The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample…

This paper defines correlation, describes the Mix It Up program, discusses the teachers' beliefs about the value of correlating mathematics and science prior to program participation, and identifies problems teachers associated with correlation before and during the program. Teachers' beliefs about the value of correlation and about the problems…

The author provides a brief view of issues and developments in the field of problem solving in the light of progress made as well as implications for the future. (MN)

Mathematics and science are important for success in school, but learning mathematics and science can be a difficult task to some students. Efforts to improve students' learning of school mathematics and science have led to reform efforts in curriculum and instruction over the past decades (e.g., National Council of Teachers of Mathematics [NCTM],…

After arguing that secondary students are often inept at solving word problems, and that this may be caused by their disinterest in the problems typically presented, the author presents eleven problems she considers to be more relevant to student interests. (SD)

Investigated was the presence and role of cue words in word problems found in three mathematics textbooks series. The methodology and results of the study are presented. Lists of cue words for grades 3-6 are provided. (CW)

Analyzed are textbook word problems that are typically used as applications of mathematics and shows some of the difficulties in making these problems realistic. A discussion and examples of sources of genuine mathematical applications in real life follows. (MN)

Reviews research which indicates that students performed better on problems when extraneous information was absent than when extraneous information was present. However, recommends that teachers embed word problems with realistic contexts, that is, contexts that contain extraneous bits of information to help students transfer their problem-solving…

Provides guidelines for developing and implementing lessons using selections from children's literature as meaningful and appropriate contexts for solving word problems. Selection procedures, materials for constructing the characters, and two sample problems are provided. Lists 15 references. (YP)

Presents results of a study to determine the effect of type-size on the mathematical problem-solving achievement of first, second, and third graders (n=259). Analysis of variance indicated that no significant differences in achievement existed. Concludes that textbooks can utilize smaller type sizes on word problems. (MDH)

Presented is a calculation for the probability of a athletic event. Assumptions, computations, and questions to be considered in the solution of this problem are discussed. (CW)