The aims of the study were to explore the effects of teaching heuristics in a calculus course and to generate hypotheses about related changes in heuristic usage and problem solving performance. Thirty college students in two classes participated and a Solomon four-group research design was used. Students from one group in each class were…

This paper reports the results of a study in which interviews were conducted with each of 35 sixth graders who made errors that might have been due to reading on the word problem portion of the Metropolitan Achievement Test. To discover evidence of poor reading affecting word problem success, the investigators asked each child to read aloud those…

Students were presented with the problem of finding all magic squares of order three. (SD)

This article considers three ways to incorporate active learning in the exploration of mathematics: organizing centers, open-ended tasks, and the solving of good problems. (MP)

Five characteristics necessary for a computer puzzle to be considered ideal are listed along with an example of such a puzzle. Several other puzzles lacking some of these characteristics are also listed and discussed. (MN)

Findings based on problem-solving research are summarized. Teaching strategies to help children become more successful problem solvers are indicated. (JT)

This paper describes the nature and use of a computer-assisted sequence of instruction in college-level mathematics. Units in differential and integral calculus and geometry are described. The authors claim that students acquire increased confidence in their knowledge and problem-solving ability. (SD)

Timing stoplights and trying to determine the best way to allocate cycle time to the two directions is discussed. The simple case and improving the model are both considered. (MNS)

Problems set in the real world help students see the relevance of mathematics. Topics that provide sources of real problems are discussed, with examples: mazes, packing, and networks. (MNS)

Gifted secondary students not only solved problems better, faster, and with less assistance than average pupils, but also processed information in a different fashion. (MNS)

Presents several examples of algebraic word problems and demonstrates how spreadsheets are used to solve the problems. Spreadsheet templates are included to illustrate how each problem is solved. (MBR)

Provided is an analysis, using concepts from geometry, algebra, and trigonometry, to explain the apparent loss of area in the rug-cutting puzzle. (MNS)

Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

Solutions to a problem on seating arrangements and one on a box-office situation are discussed; a statistical approach is used. Four computer programs are included. (MNS)

Using questions to help students think mathematically and solve problems is discussed. The teacher's role is described, with a classroom example involving questions about a specific problem. (MNS)