This article describes a teacher and class as they discover that their reading comprehension strategies cross over into mathematical problem solving. The students practice using visualization techniques to improve their understanding of word problems. (Contains 5 figures.)

Strategies that children used to solve a fraction problem are presented, and an insight into how students think about divisions and fractions is described. Teachers can use these strategies to help students establish connections related to fractions.

Teachers face many challenges when attempting to teach problem solving to young children. This article examines these challenges from a classroom teacher's perspective and suggests ways to facilitate reform in mathematics instruction.

Vavoso and Apanay discuss revitalizing the Workshop Cycle for the purpose of creating the intellectual environment necessary in teaching for mathematical understanding, which lies at the intersection of the National Council of Teachers of Mathematics' Process and Content Standards. (Contains 2 tables, 3 figures, and a bibliography.)

A holiday quilt project in a kindergarten classroom becomes a focus for exploring patterns, shapes, measurement, spatial relationships, and number sense. Cooperative group work, problem solving, and communication of mathematical ideas enhance the completion of the project. (Contains 5 figures.)

Presents many problems involving scheduling after-school activities and tournaments that bring the topic of Euler paths to a level of understanding for elementary students. (MKR)

Presents responses to the Stair Skipping problem that appeared in the April, 2000 issue of this journal. (KHR)

Describes a pattern-based approach to subtraction that enables students to find the amount of change from a purchase "faster than a cash register." (Author/YDS)

Presents a word problem concerning basketball for students in grade 1-6. (KHR)

Presents a hands-on investigation for students to measure the flow of water through a waterway. Involves problem solving and reasoning, develops communication skills, and connects various mathematical concepts and principles. (Author/NB)

Presents responses to the Fair Share Problem. (Author/YDS)

Explains "Mathematical Mind Journeys," a lesson format that promotes computational fluency through variable practice that relies on mathematical memory rather than rote memorization. (Author/NB)

Mathematical reasoning is the cornerstone of mathematics learning and should be the focus of mathematics teaching. Two mathematical problems are presented, which describe students' responses, and highlight how students demonstrated mathematical reasoning in the midst of working on these problems.

Teachers should not assume a problem is difficult for the students just because it appears difficult. A teacher solves one such difficult mathematical problem, an egg dilemma problem.

Several myths have grown up around problem solving as a result of the manner in which problem solving has traditionally been taught in schools. These myths are harmful to children, they affect curriculum decision of teachers, distort discussions about problem solving and undermine the mathematics reform movement in general.