An instrumental technique is presented to help students create a symbolic representation that may aid the process of choosing an appropriate operation to solve a problem. Current research and practice are discussed; then the part-part-whole model is presented. (MNS)

Studies of word problem solving of story problems are reviewed and six immature strategies commonly used by elementary and junior high school students are highlighted. Suggested are some recommendations for mathematics instruction. (YP)

A response to the review by Robert Calfee and Priscilla Drum, in issue three of the eighth volume of this journal, discusses the issue of incorporating research results into practice. (Author/MLF)

Some findings from research on problem solving are briefly summarized. (MNS)

Notes utility of research linking teacher behavior to student outcomes and cautions that the research assumes that practitioners avoid certain common mistakes. Offers guidelines for appropriately interpreting and using teacher effects research and thus avoiding its misuse. (SKC)

Metacognition is described and suggestions for teachers about developing and improving metacognitive skills in performing mathematical tasks are given. (MNS)

Pertinent findings from research on problem solving are presented to describe how primary-level children may gain an understanding of addition and subtraction as well as practice computational skills through one-step problems. Then suggestions for teaching problem solving are given. (MNS)

After research on problem solving is briefly summarized, an in-service program on problem types and solution strategies is described. Teachers must know how pupils solve problems; they can use activities designed for both instruction and assessment. Key aspects of assessment are summarized. (MNS)

Research findings on problem solving and ideas for improving problem-solving instruction are presented. What a problem is and the fact that few problems appear in textbooks are noted. What successful problem solvers do is discussed, with the stages of problem solving described, including the point that checking their work may be the most important…

A report is presented of a year-long period of furnishing information to elementary schools on research findings and products related to the improvement of basic skills. Particular empirical findings are not analyzed; rather, an integrated impression of the success or failure of research utilization by schools is conveyed. The outcomes of research…

Examines the arguments against the indiscriminate use of readability formulas. (FL)

The purpose of this study was to examine the literature to find out if the recommendation by the National Council of Teachers of Mathematics (NCTM) that mathematics education should focus on problem-solving in the 1980s was being implemented or had caused any changes in the approach to teaching mathematics in the school curriculum. The study also…

Some research about students with learning disabilities that textbook publishers need to consider as they revise problem-solving materials is briefly cited. (MNS)

Reviews Tennessee's Project Student/Teacher Achievement Ratio (STAR) and puts the results in the context of other nonexperimental evidence about class size. Nonexperimental evidence does not support any achievement gains attributable to class-size reduction, and empirical evidence from STAR has design and implementation flaws that cast doubt on…

This booklet consists of 11 bulletins designed to answer questions which teachers frequently ask about the learning and teaching of mathematics. (The bulletins are revisions of a set originally published in 1970.) Each bulletin is organized around a central topic, and presents questions related to that topic, summaries of research findings…