Problems involving record-setting events are presented, with comments on both the mathematics skills and the reading skills that are involved with each. (MNS)

Describes a teaching experiment examining the possibility of the redefinition of a multiplication problem from a problem of remembering, to a problem of figuring out why arithmetic rules make sense. (YP)

Presented are five scenarios of how division might be introduced to a class of third graders using experiences with the concept, process, and symbolism of division rather than algorithms. Instruction that makes problem solving the emphasis of students' learning is described. (KR)

Discusses the implementation of the National Council of Teachers of Mathematics standards, especially problem solving, into the elementary mathematics curriculum. Presents three examples: measurement and seriation at the primary level; place value for intermediate level; and spatial reasoning and logical thinking at the intermediate level. (YP)

Identifies and describes three steps where connections between written symbols and understandings can be made: (1) developing meaning for symbols; (2) developing meaning for rules; and (3) checking the reasonableness of solutions. (YP)

Discusses the implementation of teaching estimation as portrayed in the NCTM Standards. Presents two instructional examples. (YP)

Another way to add and subtract, in which the mental regrouping strategy is applied to an original 10-structure, is presented. Pupils use a visual model, called "little person," to move from counting to visualization. Originally designed for use with pupils with learning disabilities, this method has wider applicability. (KR)

Describes how Suzuki's methods of teaching young pupils to play the violin can be combined with Polya's ideas on problem solving to teach mathematics to elementary school pupils. Six references are listed. (YP)

Describes ways of finding the answer to a problem for the possible sum of the three-digit numbers without using the same number repeatedly. Describes the classroom applications of the problem. Provides a computer program to obtain the solutions of the problem. (YP)

Compares two approaches to the teaching of mathematics, rote versus reasoning. Discusses the way to teach mathematics as reasoning in elementary classroom as stated in the NCTM Standards. (YP)

Discusses the geometrical array of the keys on a calculator that can be turned into a problem-solving, problem-posing situation for the upper elementary or middle school classroom. Provides figures showing the arrays, including rows, diagonals, crosses, rhombi, angles, and squares. Lists seven references. (YP)

Investigates how primary-level pupils can solve word problems more effectively using computational skills in small, cooperative groups. Points out six principles for successful cooperative groups through problem solving protocol analysis: (1) teach strategies; (2) rehearse techniques; (3) involve everyone; (4) cooperate to solve problems; (5) keep…

Presented is a conversation with students that gives an insight into the ways students think about decimals. Students were introduced, with the use of a calculator, to decimal notation and systematic experimentation. What students had learned throughout this conversation is discussed. (KR)

Incorporating writing into mathematics classes is promoted, with numerous suggestions on using writing to help students recall procedures, develop story problems, and plan computer programs, among other things. (MNS)

Illustrates some learning encounters for facilitating first graders' understanding of geometry. Describes some of children's approaches using Cuisenaire rods and teacher's intervening. Presents six problems involving various combinations of Cuisenaire rods and cubes. (YP)