This game uses attribute blocks to encourage the formation of problem-solving strategies, provide drill in the addition of randomly generated numbers, and aid in pupil recognition of pictorial representations of geometric shapes. The material is based on the psychological principles common to other attribute games. (MP)

Presents activities in creativity for use in secondary social studies courses. The activities involve students in laying out alternatives for ethical decision-making, for accomplishing a task, or for problem solving. (RM)

This guide focuses on the role of problem solving in developing mathematical concepts of young children, selected problem situations or tasks for engaging children in problem solving, and criteria designed to provide a guide to teachers and parents of young children in formulating appropriate problem-solving situations. (MP)

Defines the concept of problem and notes that primary-grade teachers need to help nurture problem-solving skills. Discusses six practical ways instructors can promote such skills and views the ability and willingness of teachers to transform typical activities into problem-solving opportunities as essential. (MP)

Describes the use of optional group projects for third-year college-level geography students. The authors conclude that this format, besides being intellectually rewarding, teaches students valuable research, problem solving, and social skills. (AM)

A model that can be effectively used to develop the notion of function and provide varied practice by using "real world" examples and concrete objects is covered. The use of Popsicle-sticks is featured, with some suggestions for tasks involving functions with one operation, two operations, and inverse operations covered. (MP)

Four ideas dealing with applications of telling time are featured. Activities covered include sequencing routine daily events, scheduling appointments, watching television, and calculating elapsed time across time zones. Worksheets suitable for duplication are provided. The activities are considered practical and adaptable to problem-solving…

This section has four topics: (1) sample mathematical competency problems for Indiana Elementary Teachers circa 1920; (2) an unusual problem suitable for calculators; (3) a unique way for teaching rounding off numbers; and (4) student construction of problems that create words on calculator displays when they are turned upside down. (MP)

Described are activities and games incorporating a technique of "one step" which is used with children with learning difficulties. The purpose of "one step" is twofold, to minimize difficulties with typical trouble spots and to keep the step size of the instruction small. (Author/TG)

Several activities designed to help elementary level students learn how to read calendars are presented. Problem solving and experiential learning are stressed. (MP)

Asserting that problem solving is the most important mathematical skill that elementary students need to learn, the authors present teaching tips and sample problems geared to the primary and intermediate grades. (SJL)

Various classroom uses of simulation of random phenomena with a table of random digits are described. Examples are given to illustrate the mathematics of simulation. (MP)

Described are ways of utilizing intuition in scientific discovery. Students are directed to read detective stories and biographical accounts of scientists in order to gain understandings of the differences between intuition and deduction. Questions, information, and teaching suggestions are included. (Author/DB)

Offers two problem-solving ideas for hands-on pattern-block activities. A primary level activity introduces area and gives students experience with a problem that has multiple solutions. An intermediate level activity provides first-hand experience with similar shapes. (SM)

Students play the role of members serving on a Wisconsin school forest advisory committee. Through these roles students begin to explore and understand the complex considerations that influence the management of an imaginary school forest, including both educational and forest management needs. Analytical, problem-solving, and consensus-building…