Questions regarding the type of teacher input and its effect on immediate and delayed performance in student problem-solving are examined. Specific guidelines for the classroom teacher are then suggested. (Author/MA)

Examples are given of transcripts made from tape recordings of a teacher working with groups of 10-year-old children using calculators. Attention is focussed on the teacher's role in the interactions which take place. Suggestions are offered for the possibility of a structure of strategies available to a teacher. (Author/RH)

Helping students solve logic problems using properties of whole numbers in levels 1-6 and properties of positive and negative rational numbers in levels 7-8 is presented. Four worksheets and teaching suggestions are included. (MNS)

Presented are two problems that can be solved using a computer simulation by students who have completed Algebra II. The distance and bisector formulas and the various forms of the equations of a circle and straight line are the topics. Computer program listings are included. (MNS)

Mathematical creativity is considered important by many mathematics educators. This literature review gives particular attention to attempts to assess creative ability. Two key aspects emerge related to fixations in problem solving and divergent production, and these might form the basic framework for fostering and rewarding mathematical…

In this study, third- and fourth-grade pupils were tested to see if they could consistently distinguish between measurement and partition division word problems and to observe their patterns of preference. Both before and after instruction, significant proportions of the students could distinguish the two division situations. (MNS)

Four worksheets and teaching suggestions are presented, with the focus on mental computation for levels 2-3; factors, levels 3-4; and nonroutine problems, levels 5-6 and 7-8. (MNS)

Students are asked to find different tiles that could be manufactured and show how a particular tile can be used to cover a floor. Thus, tessellations are explored. (MNS)

One schools' experiences with mathematics contests are described, with American Pi, the Great Calculator Contest, and the Forest View Math Olympics in problem solving each detailed. (MNS)

The mathematical content involved in self-teaching enrichment models for students in grades 8-12, the pedagogy employed in a summer institute for such students, and the results obtained are presented. (MNS)

Describes a mathematics education research project conducted among seventh graders with the goal of identifying important processes, skills, and understandings needed by students to use mathematical ideas in everyday situations. Discusses information utilization skills required for solving a written problem containing extensive verbal and…

A project to tempt students to pose questions, state hypotheses, measure, estimate, compute, and evaluate their answers in terms of a problem they can see and manipulate is described. Selecting landmarks, collecting data, developing a blueprint, interior decoration, and fabrication are among the points discussed. (MNS)

The role that food-preparation activities could play in developing understanding of mathematical ideas by middle school students is discussed. Measurement, computation, language, attitudes, and problem solving are addressed. (MNS)

Presents a collection of problems focusing on: (1) squares in arithmetic and number theory; (2) squares in geometry; (3) topics blending arithmetic and geometric aspects of squares; and (4) squares and Logo. A sample student worksheet (with answers) is included. (JN)

Suggested is the presentation of problems for which student teams are to write computer programs which will reveal the results of guesses at the answer by users of the program. Illustrative problems and programs are included. (MNS)