Research done with ten year olds on problem solving, generalization, and proof is outlined. (MK)

Describes "World Class Tests in Mathematics and Problem-Solving," developed with the belief that creativity is worth nurturing and can be nurtured. (KHR)

Suggestions for teaching problem solving which include the use of general models, variation of illustrations and terminology, and diagrams are illustrated for comparison multiplication word problems. (MN)

Portions of interviews with children who are engaged in a problem solving activity are presented. The problem used is an "eel question" taken from the work of Piaget. The verbal responses of children are seen as a part of effective teaching, and this method of assessment is encouraged. (MP)

This discussion concerns itself with difficulties encountered by students in multiplication and concludes that when children understand a problem they can usually solve it. (MP)

In a study of problem solving by primary students, the investigator found that the most important factor was teacher expectation. The conduct of the study is described, with some rationale and sample questioning sequences included. (SD)

A description is given of materials produced by the Schools Council Project on Statistical Education. (MK)

A one-to-one teaching session with a student is described and analyzed in an attempt to communicate how student attempts at discovery in mathematics can be thwarted by teachers who do not allow room for creativity. (MP)

Several examples of games and enrichment activities designed to be used with calculators in an elementary school setting are presented. Some possible difficulties students may encounter while carrying out the activities are reviewed. (MP)

It is argued that a young child's perceptual skills form the basis for all future conceptual and mathematical learning. An experiment supports the argument. (MP)