Two examples are given of ways traffic engineers estimate traffic flow. The first, Floating Car Method, involves some basic ideas and the notion of relative velocity. The second, Maximum Traffic Flow, is viewed to involve simple applications of calculus. The material provides insight into specialized applications of mathematics. (MP)

Notes that problem solving may become the focus of school mathematics to an extent never before experienced. It is felt much more systematic research is needed. Studies which focus on perception and cognitive processing ability are viewed to have potential for producing important results of wide applicability. (MP)

The beauty of discovering some simple yet elegant proof either to something new or to an already established fact is discussed. A combinatorial problem that deals with covering a checkerboard with dominoes is presented as a starting point for individual investigation of similar problems. (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)

Some important issues related to teaching problem solving in the elementary grades are addressed, with particular emphasis on the intermediate grades. Presents one point of view and some specific questions often raised by teachers who wish to incorporate problem solving into the mathematics program. (MP)

Alternative techniques are suggested to some of the conventional approaches to teaching problem solving. Three general, conventional approaches are noted, and the nature and use of visual thinking is detailed as the fourth alternative. Examples of lessons with fifth graders using the fourth approach are provided to promote this method. (MP)

Ideas and activities are presented which are designed to help students gain better understanding of area and area formulas. It is felt many pupils have developed extremely vague or false notions about the concepts, and fail to understand why areas of certain regions can be determined through linear measurement tools. (MP)

This paper discusses a technique, challenging students to solve problems published in mathematics periodicals, which has been used successfully with gifted students in a regular high school class. (Author/MK)

Problem posters that focus on the use of information from a chart to find a solution are featured. One poster looks at the prices of picture postcards and is geared for grades one through three. The second poster, designed for levels four through eight, focuses on postage rates. (MP)

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)

Results of the second mathematics assessment of the National Assessment of Educational Progress (NAEP) are analyzed with regard to the performance of 13- and 17-year-olds on probability exercises. The results suggest that this area has been neglected in mathematics instruction. (MP)

The task of finding the least number and the size of weights necessary to weigh every integral number of pounds from one to 40 is presented as a problem solving activity for elementary classrooms. (MP)

A simplified method is reviewed for analyzing any quadratic equation to determine whether or not the equation represents a nondegenerate conic. (MP)

This sample lesson, used with sixth graders, is designed to integrate mathematics learning with the outdoors environment. (MK)

A teacher describes the experiences of her fourth-grade students when using calculators during mathematics class. (MK)