An approach which seeks to stimulate interest in mathematics by enabling a student to use his knowledge in a nontrivial application is discussed. An example of how the approach was implemented is presented with an assessment of the results as measured by student reactions. (Author/TG)

The author advocates a return to the teaching of logic in the public schools. Methods of lessening student difficulties in learning are highlighted and current school projects are discussed. (MP)

Several activities designed to help elementary level students learn how to read calendars are presented. Problem solving and experiential learning are stressed. (MP)

The use of a 25-pin lattice geoboard in a six-week course in middle school geometry is presented, with sample activity cards and test items. Two other ideas discuss the use of algebra in solving verbal problems and teaching negative exponents. (MP)

Interesting mathematical questions that require computations involving fractions, percentages, and decimals are presented. The material is designed for students in the middle school grades, but many of the ideas could be used with higher or lower level pupils. (MP)

The use of a computer program written in BASIC to help prove a theorem in geometry is discussed. Ideas used in this example could be applied to writing programs for other geometric proofs. (MP)

Some examples of typical nonrelevant textbook problems on probability are followed by more complex problems pulled from the real world. The resource used in this report is Newsweek magazine; and is used to help demonstrate that from the very beginning, lessons on conditional probability can have relevance. (MP)

Asserting that problem solving is the most important mathematical skill that elementary students need to learn, the authors present teaching tips and sample problems geared to the primary and intermediate grades. (SJL)

A short history of mathematical Olympiads in the People's Republic of China is given. Sample problems are included. (MK)

Instructional methods used in a course designed to strengthen abstract thinking skills are described. (DT)

Defines discrete mathematics as the mathematics necessary to effect reasoned decision making in finite situations and explains how its use supports the current view of mathematics education. Discrete mathematics can be used by curriculum developers to improve the curriculum for students of all ages and abilities. (SLD)

Describes a study which concluded that, to restructure the mathematics curriculum, modification of existing teaching practices is required. Recommends that practices be modified to enable students to construct effective knowledge bases and become active learners. Contains 38 references. (DDR)

Describes the use of an extended problem-solving assessment task with a Japanese secondary class. Argues that extended problem-solving tasks have the potential to illuminate a much wider range of student performance and to offer learning opportunities almost never realized with more traditional--albeit often quicker--forms of assessment. (ASK)

Offers two problem-solving ideas for hands-on pattern-block activities. A primary level activity introduces area and gives students experience with a problem that has multiple solutions. An intermediate level activity provides first-hand experience with similar shapes. (SM)

This study examined effects of a schema-based direct instruction strategy on the word problem-solving performance of three third- and fourth-grade students with learning disabilities. The intervention was successful in increasing the percentage of correct solutions to word problems for all three students. Maintenance was seen two to three weeks…