A hypothetical classroom discussion is used to present concepts and problems students can master. Three computer programs are listed for binomial probabilities. (MNS)

Several problems that can be used with calculators are provided. Teaching tips and references are included. (MNS)

A problem is discussed in which students investigate the properties of the perfect triangle. (MNS)

Metacognition is described and suggestions for teachers about developing and improving metacognitive skills in performing mathematical tasks are given. (MNS)

A simply posed problem suitable for a class studying summations and series, a class in elementary computer programing, a high school mathematics club, or an individual study project is given, with solution and challenges. (MNS)

License plates are used to give students experiences in solving problems, following directions, developing numeracy, and writing number sentences. Four activities for different levels are given on the four worksheets. (MNS)

Three games in which the calculator plays an important facilitating role are presented. It promotes a "guess then adjust your guess" strategy. The games are described within the context of elementary, junior high, and secondary classrooms. (MNS)

The development of problem-solving skills is well-suited to the cooperative small-group environment. Interaction among children stimulates thinking and insight. How groups function is illustrated and discussed. (MNS)

The use of the computer language Logo offers an excellent opportunity to use technology to help develop problem-solving skills and other mathematical concepts. Examples of explorations are presented. (MNS)

Specific instruction in different contexts provide needed background for solving addition and subtraction problems. The categories of problems and relative difficulties are presented, followed by an explanation of a successful instructional sequence. (MNS)

Suggestions for how teachers can use the programs in the Micro Primer Software Packs are given. While the reader needs to be familiar with the programs to make full use of the comments, some ideas concerning the interaction between child, computer, and teacher can be garnered. (MNS)

Eleven activities with a puzzle consisting of 12 five-square shapes are presented, with some solutions illustrated. (MNS)

Based on the premise that meaningful learning in mathematics occurs when children link their understandings with the symbols and procedures they are taught, three places are identified where children can link symbols and their referents, procedural rules and conceptual knowledge, and answers to problems with other knowledge about what is…

Pertinent findings from research on problem solving are presented to describe how primary-level children may gain an understanding of addition and subtraction as well as practice computational skills through one-step problems. Then suggestions for teaching problem solving are given. (MNS)

Curiosities offer an interesting alternative to traditional methods of attacking problems. An illustrative situation is given, with graphical, computer, and analytical methods used to solve the problem. (MNS)