Several activities are described for students at different elementary grade levels. Some involve estimation of quantities, and others include reasoning about permutations and combinations. (SD)

An elementary school teacher demonstrates that one method for helping his students learn is to ask them for suggestions on how "not" to learn. The process was used as a writing assignment, to teach basketball, to make a film, and to motivate teachers. (RK)

Ways to use a calculator as an integral part of mathematics instruction in existing curricula are provided. Activities are proposed that will help children think about mathematics rather than merely push buttons. (MN)

Three activities which provide experience in writing and solving original story problems are described. (JT)

Activity sheets posing problems in which students must examine and test various possibilities are presented. (SD)

Described are various common misconceptions about the nature of mathematics and suggests that courses or activities based on model building might help change these. Two examples are offered. (SD)

Suggestions for getting the message to parents about the need to help their children with mathematics are provided. Goals of mathematical activities at home and what activities parents should provide are described. (MNS)

Problems were developed by third graders involving holiday customs in one of the countries of their ancestors. Eight sample problems are included. (MNS)

These activities involve students in interpreting story problems, drawing their own conclusions, and making guesses. Four worksheets, for levels 1-8, are included, along with teaching suggestions. (MNS)

Through examples of both a child's imagination and pretend play activities, demonstrates how a child's imagination is the thinking function that sets the stage for play, while actual play consists of a child's understanding and representation of reality. (HOD)

Presents a developmental taxonomy which promotes sequencing activities to enhance the potential of matching these activities with learner needs and readiness, suggesting that the order commonly found in the classroom needs to be inverted. The proposed taxonomy (story, skill, and algorithm) involves problem-solving emphasis in the classroom. (JN)

A class survey is suggested as a way to stimulate students' interest in applying mathematics to a real-life problem that will require them to collect, organize, and interpret data. How to proceed from selection of topic to using the data to estimate and predict is discussed. (MNS)

Presents (1) several activities on problem solving; (2) tips on creating a classroom climate favorable for problem-solving performance; and (3) a source of background materials for teachers. (JN)

Classroom strategies for helping secondary social studies students develop the following types of creative thinking are suggested: (1) the ability to generate alternative courses of action or alternative solutions in a problem solving situation; (2) the ability to perceive and predict consequences; and (3) the ability to perceive analogies. (RM)

Example of magic tricks that can be used as an integral part of various lessons in arithmetic and algebra are given. Their mathematical basis is also discussed. (MNS)