An eight-phase model of processes involved in mathematics problem solving is presented. At each phase, results from factor-analytic studies are used to suggest abilities relevant and prerequisite for successful completion of the phase. Presentation of the model is followed by a discussion of implications for teaching and research. (Author/MK)

Reports that spatial ability was unrelated to formal reasoning task performance. Notes that sex differences occurred with balance tasks and pendulum tasks, suggesting male superiority at manifesting proportionality and isolating variables. (Author/RL)

Explains how the instrumental enrichment program helps adolescents and adults develop higher order thinking and problem-solving abilities. (Author/MLF)

The article presents research reports on the nature of creativity, including such elements as its characteristics; the function of the affective gatekeeper (which filters the "reality" perceived by each individual); the constructs of perception; and the functions of role playing, altered states of consciousness, and fantasy. (PHR)

Explains a strategy called "What Do I 'S'ee? What Do I 'T'hink? What Do I 'W'onder?" (STW) which helps students look carefully at pictures in storybooks and think about a story's character, setting, and events. Notes that the STW strategy provides opportunities for students with varying reading abilities and diverse experiences to work together…

Presents a three-component model of arithmetical development in young children. Applies this model as a basis for analysis of developmental processes in early mathematics learning that may be universal. (RJC)

The experience of the West Virginia University School of Pharmacy with a course in non-prescription drugs that emphasizes problem-solving through pattern recognition illustrates that when thinking skills are taught, students value, remember, and can use more of the concepts they study. (MSE)

Analyzes students' attempts to answer examination questions involving stoichiometry and chemical equilibrium and reports that the majority of the students do not fully understand either concept. Concludes that the main difficulty with these topics is that they are highly abstract and first taught to students before they have reached the stage of…

Studied frequency and style of help-seeking in 18- and 24-month olds observed at free play and problem-solving. Found that younger toddlers sought less help than older toddlers; both groups sought more help during problem solving than in free play. Older toddlers increased vocal help-seeking whereas younger toddlers sought help through vocal and…

Comments on the articles presented in this issue devoted to the Japanese perspectives on conceptual change. Discusses the overall conveyed message: The human cognitive system is a thematically organized knowledge base with agentive causality as the main mechanism for explain phenomena and analogy as the main mechanism for promoting conceptual…

Comments on the articles presented in this issue devoted to the Japanese perspectives on conceptual change. Suggests that different approaches to knowledge acquisition and conceptual change should be carefully examined in light of their implications for the teaching of science. Discusses critically the issues advanced from the Japanese…

Describes the problem-solving behaviors of six novice subjects attempting to solve an electrostatics problem in calculus-based college physics. The level of qualitative thinking exhibited by these novices was determined. Sound procedural knowledge and problem representation were suggested as an integral part of skilled problem solving in physics.…

Two inquiry-based teaching activities that are structured to cause cognitive disequilibrium and enable the student to alleviate the disequilibrium with the resultant equilibration at a higher cognitive level are presented. The first activity uses a Cartesian diver and the second a short film in which students are asked to determine the main idea…

A model of critical thinking is developed, encompassing problem solving and creative thinking. The central role of critical thinking in adult education is explored, concluding that development of the concept and how to teach it need attention. (SK)

Examines the nature of prior mathematical knowledge that facilitates the construction of useful problem representations in the domain of geometry. Indicates that high achievers build schemas that are qualitatively more sophisticated than low achievers, which in turn helps them construct representations that are conducive to understanding the…