Some uncomplicated illustrations of how probability yields results that seem in conflict with traditional intuition are given. (MNS)

Discusses and illustrates the difference between traditional and creative problem solving. (MKR)

Discusses Project MATH: Good Beginnings, a staff development project for teachers in grades K-3. The staff of the program models teaching strategies used in a problem-driven curriculum that encourages student engagement. (MKR)

Discusses the process of generalization. Illustrates the process by generalizing the classic problem of how a farmer can get a fox, a goose, and a bag of corn across a river in a boat that is large enough only for him and one of the three items. (MDH)

Discusses reasons for the lack of mathematical problem-solving skills among students at all levels. Examines the complex cognitive processes required for problem solving. Reviews theories about the problem-solving process and lists the cognitive skills and steps necessary for successful mathematical problem solving. (PAA)

Proposes sports statistics as a source of interesting and motivating problems for algebra students. Examines the possible solutions to a problem involving winning percentages in baseball. (MDH)

Presents an activity on transformations that employs a story from children's literature. Emphasizes that books and stories that use mathematical problem solving not only engage children in the narrative but also give them opportunities to see how mathematics is used in everyday life. (ASK)

A survey of the mathematics teachers of 1,484 students with deafness assessed the degree to which the National Council for Teachers of Mathematics (NCTM) standards were being implemented through deaf education programs. Results indicate that mathematics curricula in classrooms for students with deafness are not fully meeting the NCTM standards.…

In order to help students more effectively, it is necessary to know how students use and perceive mathematics in out-of-school settings. Discusses some mathematical concepts and processes--such as the concept of function and the process of estimating--which provide evidence of students' mathematical ideas. (ASK)

Poses and solves several related extensions involving enumerating squares and rectangles. Describes how problem extensions can be developed and used in the classroom to motivate and challenge teachers and students to exert themselves mathematically. (ASK)

Surveyed seventh and eighth graders to determine whether middle school students view problem solving as a normal part of their mathematics classroom activity. Gleaned student attitudes toward problem solving and their beliefs about their ability to solve problems. Findings pose implications for mathematics instruction. (JPB)

Describes a student project that enables students to experience problem-solving strategies and construct their own understandings of the problem-solving strategies by researching the problem-solving process itself, uncovering and defining strategies that they can subsequently use to solve problems, and exploring the impact that attitude has on…

Presents responses to a question that appeared in the February 1999 Problem Solvers section of this journal about using four isosceles triangles to make different figures. (ASK)

Presents the discussion of three teachers who were searching for understanding of problem-centered instruction in mathematics education. Aims to help readers reflect on how they see problem solving in their own classrooms and to reconsider ways in which they use problems in instruction. (ASK)

Presents two problems with multiple approaches concerning the one hundredth of something. Describes student attempts at solving these nonroutine problems using a variety of strategies. (ASK)