An overview of the Mathematical Problem Solving Project, MPSP, is given. The goals, organization, and history of the project are described and the progress toward those goals is discussed. The outcomes of the project are stated, a brief diary of activities given, and a listing of technical reports made. (MP)

Criteria are listed for identifying a problem. Several suggestions are made for encouraging students to view problem solving in a positive manner and for helping them to develop an awareness of existing processes in problem solving. (JT)

Five reasons are discussed for teaching estimation involving utility, problem solving, concept formation, calculations, and attitude. Specific types of estimation are analyzed and examples given. (MP)

One activity concerned with describing data about students in the class and a second activity based on students' original story problems are discussed. (DT)

Two methods of solving problems are discussed: the step method and the translation method. The results of training students to use these methods are compared. (SD)

Two experiments on the translation of verbal expressions into mathematical expressions are described. The author concludes that the usual way of training students to solve arithmetic word problems is inadequate. (SD)

This pamphlet is designed to give help in developing problem solving by examples of techniques at grade levels one through six. A number of illustrations are presented of problems that are typical of the types appropriate at each grade level. For each problem, a suggestion of a solution appears with alternative methods suggested in several cases.…

Four procedures are stated which are inherent in problem solving: (1) understanding the problem; (2) planning to solve the problem; (3) solving the problem; and (4) reviewing the problem and the solution. Each of the four procedures is illustrated using problems appropriate for elementary school children. These illustrations are accompanied by…

This problem deck contains over 150 problems related to the module "Using Tables to Solve Problems." The problems are presented at five levels of difficulty and contain four basic types of two-dimensional tables: (1) constant sum; (2) constant differences; (3) constant quotient or ratio; and (4) constant product. (MP)

This study investigated the effectiveness of teaching sixth-grade students to use diagrams, sketches, and pictures in solving arithmetic word problems. Three instructional groups were formed from a pool of 362 subjects. Group 1 practiced solving problems using only verbal statements; group 2 practiced on problems presented in word form, sometimes…

A distinction is made between basic computational skills and skills related to applied mathematics and verbal problem solving. The advantages of using calculators for teaching the latter skills are discussed. (MP)

Problems short on computation and long on logical thinking are suggested for development of logical thinking. A set of such problems is presented. (MP)

Describes a program designed by a practicing inventor to systematically teach gifted and talented elementary school students how to be inventive. Examples of typical student inventions and an appendix listing steps or keys in inventing are included. (Author/RH)

Five calculator activities are described that are designed to explore ordered operations. Suggestions are given on mathematical objectives, strategies for solving, and possible extensions or follow-up activities. (MP)

Forty-five children, ages nine through eleven, were divided into control group and experimental groups that read or wrote hunches concerning a discrepant event involving sliding blocks. Those who generated hunches were shown to learn more in subsequent inquiry behaviors designed to explain the discrepant event. (MLH)