One view of mathematical thinking is described, followed by detailing of the characteristics of a problem-solving program necessary to develop this kind of thinking. (MNS)

The author uses Stella the Spider as the main character in a number of three-dimensional geometry problems. Eight of these problems are discussed, with solutions. (MNS)

Use of the computer to simulate or imitate probability problems that are difficult to analyze in any other way is discussed. How the Monte Carlo method works is clarified, with sample problems and programs. (MNS)

This study involved 48 students ages 9 to 12. The 29 experimental group students, divided into small groups, performed learning exercises designed to improve skills in analyzing and processing expressions frequently included in addition and multiplication problems. The exercises helped significantly to improve problem-solving performance. (MNS)

A problem-solving strategy that appears to be highly successful is having children write their own word problems. The stages of prewriting, writing, rewriting and revising, and publication are each discussed. (MNS)

Two activities are presented. The first involves geometric concepts using the alphabet, while the second is a game to provide practice in finding factors of composite numbers. (MNS)

The skill of asking appropriate intermediate questions during problem solving is discussed. Several problems and other classroom activities are also presented. (MNS)

Using data about companies with which children have first-hand experience (such as McDonald's or Mattel Toys) piques interest in graphing activities. How the project is developed, with group and individual activities, is described. (MNS)

A 15-item story problem test was written at three readability levels (below grade 4, grades 4-6, above grade 6) by two methods (vocabulary control and sentence control). Six test forms were administered to 1158 children in grades 3-6. Readability level had no effect on problem difficulty. (Author/MNS)

Fifteen mathematical puzzles and problems are presented. Areas investigated include pentominoes, arithmetic, fractions, and dissections (dissecting) a shape into two pieces that can be fitted together to form a square. Answers for each puzzle and problems are included. (JN)

Two map posters are provided. Younger children can use a neighborhood map to locate information and trace paths, while older children can use a wilderness map to read scales. The emphasis is on problem solving with both maps. (MNS)

Included are a general introduction to the topic of metacognition, a discussion of how metacognition is involved in mathematical performance, and a short section on metacognition and instruction. (MNS)

Motivational classroom materials that provide direct instruction on problem-solving skills are given. The activity highlights and provides opportunities for practice with two problem-solving skills, make a drawing and work backward. (MNS)

Three types of mathematics relevance are discussed: vicarious, artificial and long-term. Using mathematics to make things happen, solving a real problem, and planning an event are then described. (MNS)

When the words "problem" and "answers" are used in connection with computational exercises, students think they are solving problems. Distinguishing between computational forms and problems is illustrated with a variety of topics. (MNS)