Some unconventional word problems containing excessive, inconsistent, or inadequate data and their possible limitations and benefits in a mathematics classroom are discussed. (JT)

A question as to the number of stitches needed for a particular triangular crocheted scarf gives rise to the use of several methods of solution including arithmetic series. (MN)

A problem illustrating how physics and mathematics complement one another when analyzing problems of the physical world is described. (JT)

An approach to teaching sequences is described. The method is based on finding generating functions. (SD)

"Solve a simpler problem" is the strategy illustrated, with suggestions on other strategies included. (MNS)

Concrete problems were significantly less difficult than abstract problems at both junior and senior high school levels, as previously observed at elementary school level. Factual problems were significantly less difficult than hypothetical problems at junior and senior high school levels, in contrast to elementary school results. (MNS)

Activities are presented that focus on the topic of problem solving using the strategies of: (1) patterning; (2) working backwards; (3) making a chart, table, or graph; and (4) diagraming and elimination. (RH)

The Mathematical Olympiad Training Session is designed to give United States students a problem-oriented exposure to subject areas (algebra, geometry, number theory, combinatorics, and inequalities) through an intensive three-week course. Techniques used during the session, with three sample problems and their solutions, are presented. (JN)

The problem-solving strategy of using a drawing is highlighted, with two problems discussed. Tips on classroom climate and other teaching ideas are also given. (MNS)

Empty food containers can be used to have students devise mathematical problems. Sample questions that might be asked about two food boxes are included. (MNS)

Using open-ended problems with more than one answer is disucssed, with examples. Other tips on open-ended problem solving are included. (MNS)

Can the sum of the edges, the surface area, and the volume of a three-dimensional object be numerically equal? Solutions to this challenging problem are discussed. (MNS)

The four-step method of problem solving is described: read the problem, represent or diagram, set up the calculations and compute, and write the answer. Other problem-solving tips are also included. (MNS)

Computer graphics are used to display the sum of the first few terms of the series solution for the problem of the vibrating string frequently discussed in introductory courses on differential equations. (MNS)

Previous studies indicate that many early elementary school children have the misconception that whole number subtraction is a commutative operation. The degree and character of this subtraction error was investigated in this longitudinal study. Results obtained from three groups of students with different number abilities provided further…