Students in grades four-six were asked to complete multiplication examples and write a story problem (reported earlier, SE 533 279). Their stories were categorized in terms of their logic and realism. Many errors were noted, leading to the conclusion that knowledge of multiplication does not necessarily lead to logical multiplication. (MNS)

Eighty-seven pupils in grades 4-6 completed five multiplication examples and wrote a problem for another example. They were reasonably proficient, with mean scores of 82 percent in grade 4, 75 percent in grade 5, and 97 percent in grade 6. They did less well on developing a problem. (MNS)

An example is discussed in which a drill exercise, initially involving whole number addition, can be used to develop concepts in equations of many variables. (MP)

Described is science education's role in the back to the basics movement. Science education is described as providing opportunities for the development of (1) logical structures, (2) the understanding of the scientific processes, and (3) the development of creative problem solving techniques. (Author/DS)

An alternative application of logarithms in the high school algebra curriculum that is not undermined by the existence and widespread availability of calculators is presented. The importance and use of linear relationships are underscored in the proposed lessons. (MP)

A method for solving certain types of problems is illustrated by problems related to Fibonacci's triangle. The method involves pattern recognition, generalizing, algebraic manipulation, and mathematical induction. (MP)

Presents examples of how students can create drawings of sets of lines whose envelopes are parabolas, cardioids, epicycloids, or hypocycloids. Provides students with experience in problem solving, reasoning, communication, and connections between numbers and geometry, between mathematics and art, and between mathematics and other applications.…

Three pieces of computer software are described and reviewed: HyperCard, to build and use varied applications; Iggy's Gnees, for problem solving with shapes in grades kindergarten-two; and Algebra Shop, for practicing skills and problem solving. (MNS)

Identifies the accurate and inaccurate conceptions about osmosis from interviews of (n=16) outstanding science students. (22 references) (Author/MKR)

Presents the University of Chicago School Mathematics Project's (UCMSP) Every Day Mathematics Program as one current reform-based elementary curriculum incorporating geometry throughout the K-6 curriculum, with an emphasis on hands-on and problem-solving activities. Measures the longitudinal effects of such an approach. (Author/CCM)

Discusses current reforms and reform documents in science and mathematics education with regard to problem solving and inquiry. Considers assessment methods of inquiry to measure students' performance relative to current reforms. (Author/ASK)

The present research study investigates how undergraduate students in an integrated calculus and physics class use physics to help them solve calculus problems. Using Zandieh's (2000) framework for analyzing student understanding of derivative as a starting point, this study adds detail to her "paradigmatic physical" context and begins to address…

This study explored the use of writing to help students' develop schemata knowledge for algebraic thinking. Eight seventh-grade pre-algebra students participated in a teaching experiment in which they solved algebraic problems related in mathematical structure. The problems involved contexts of growth and change and size and shape. Qualitative…

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)