Activity sheets posing problems in which students must examine and test various possibilities are presented. (SD)

The author presented young children with reasoning problems. Summaries of performance on diverse problems are presented. (SD)

Described are various common misconceptions about the nature of mathematics and suggests that courses or activities based on model building might help change these. Two examples are offered. (SD)

Three models are compared in terms of detail, scope, attention to individual differences, and how they deal with qualitative change and semantic processing. Two are information-processing models of arithmetical word problem-solving performance, and the third is a model of children's counting types and thinking strategies. (MNS)

Suggestions for getting the message to parents about the need to help their children with mathematics are provided. Goals of mathematical activities at home and what activities parents should provide are described. (MNS)

Described are 10 computer software programs for problem solving related to mathematics. Programs described are: (1) Box Solves Story Problems; (2) Safari Search; (3) Puzzle Tanks; (4) The King's Rule; (5) The Factory; (6) The Royal Rules; (7) The Enchanted Forest; (8) Gears; (9) The Super Factory; and (10) Creativity Unlimited. (RH)

Use of general mathematical strategies by Australian students in grades 8-10 was studied, with students required to describe their reasoning and articulate reasons for the choice of particular strategies. Main effects were found for cognitive level, year level, and sex. A taxonomy is also presented. (MNS)

Problems were developed by third graders involving holiday customs in one of the countries of their ancestors. Eight sample problems are included. (MNS)

These activities involve students in interpreting story problems, drawing their own conclusions, and making guesses. Four worksheets, for levels 1-8, are included, along with teaching suggestions. (MNS)

How children perceive doubling and halving numbers is discussed, with many examples. The use of calculators is integrated. The tendency to avoid division if other ways of solving a problem can be found was noted. (MNS)

Some research about students with learning disabilities that textbook publishers need to consider as they revise problem-solving materials is briefly cited. (MNS)

Over 600 pupils in grades five, seven, and nine in Italian schools were asked to choose the operation needed to solve 26 multiplication and division word problems. The findings seemed to confirm the impact of the repeated addition model on multiplication and of the partitive model on division. (MNS)

The approaches taken by two elementary school teachers in using computers as tools to stimulate and guide mathematical thinking are described. One had students design a BASIC program for counting; the other used demonstration programs to develop ideas about fractions and decimals. (MNS)

Reflecting the author's experiences in Mozambique, some conditions and strategies for mathematics education in underdeveloped countries are suggested. How mathematics education can be used for emancipation is discussed, with extensive comments on problemising reality in classroom situations and creating confidence. (MNS)

How the microcomputer can be used to reinforce basic statistical concepts and techniques is presented. The methods for achieving this include specific statistical problems, projects, games, and simulations for use with microcomputers. (MNS)