Describes how elementary school teachers demonstrated for themselves and their students how using simple drawings and visualization can improve problem-solving ability. (ASK)

Makes a case for presenting humanistic mathematics and science to elementary school children. Introduces a theoretical yet practical framework for teaching these subjects in K-6 classrooms. Describes components of the humanistic curriculum: interactive/collaborative, holistic/relevant, interdisciplinary, and problem-based. (Contains 43…

Presents an activity to integrate literature into the mathematics curriculum that is an interesting springboard to problem solving, an opportunity to research famous mathematicians, and a vehicle to enhance the understanding of mathematics concepts. (ASK)

Considers the circumstances surrounding instances where help is sought and/or provided in a collaborative problem-solving situation. Analyzed videotaped observations of nine groups of three grade 5-6 students working over three 45-minute periods on an open-ended task. Defines hierarchical levels for questions, answers, and outcomes. Indicates some…

Describes the transformation of Ottobine Elementary School in Rockingham County, Virginia, from a "little country school" into a model of rural elementary technology education for the 21st century. (JOW)

Discusses planning instruction on the basis of children's thinking. First, individualize instruction by adjusting the value of the numbers used for individual children. Second, base problem presentation on the types of thinking prevalent in the class. Third, conduct some instruction in small groups. Fourth, suggest alternative strategies. Finally,…

Presents four card games that can teach arithmetic concepts, reinforce skills, and develop problem-solving techniques. (MKR)

Focuses on teachers' research in their own classrooms and how teachers make sense of what they see and hear during open-ended technology construction projects. Traces aspects of learning trajectory as a teacher researcher in a year 6 classroom and aspects of improved classroom outcomes. (Contains 41 references.) (Author/YDS)

Discusses reasons why problem solving has failed. Offers an alternative approach--the use of investigations in mathematics instruction. Lists the characteristics of an idealized classroom. (ASK)

Describes the mathematical processes that occur during problem solving, reasoning, and communication. Provides examples from mathematics education research with preschoolers. (ASK)

Outlines some directions taken in the United States for mathematics instruction and offers insights for mathematics teaching from research with young children. (ASK)

Introduces a three-year research project called Cognitive Acceleration through Science Education (CASE) that focuses on increasing student achievement by developing thinking skills. (YDS)

Describes how the author allows the children to make choices about their art and writing, enabling them to make connections between their own lives and work. Suggests that educators need to provide doorways to the things that give students ideas: books, music, objects, pictures, smells, sounds, and textures. (SG)

This study examined the effects of aid from mother and older sibling on the problem-solving behaviors of 120 first graders. Children with older sisters showed more advanced problem solving after aid, while those with older brothers did not. Interpretations in terms of family interaction patterns are offered. (JMB)

The problem solving method is utilized in a sex role study at the elementary level to develop a basic understanding of survey and research techniques. (JR)