A lesson for secondary mathematics pupils on prime numbers designed to capture student interest is presented. The emphasis is on developing lessons that act as motivating forces in the classroom. (MP)

The use of pictures created by students as aids in the learning of mathematical concepts and the problem solving process is promoted. (MP)

Discusses the importance of toys in improving students' motivation and understanding of scale, proportions, and ratios by connecting toys with their real-life counterparts. Presents a unit that includes measurement activities in order to teach these topics by comparing toys and actual measurements for known and unknown scale toys. (ASK)

Describes a series of learning activities built around number cubes. Sample activities introduce elementary properties of the cube, the magic rule of seven, and basic concepts related to graphs in the plane coordinate system. (PVD)

Offers a problem for teachers to try with their students. The problem is presented visually as a row of 15 connected squares and the task is to determine the number of rectangles. The goal is to encourage teachers to reflect on students' work and analyze classroom dialogue. (PVD)

Discusses the interconnection among the various modes of the TI-92 calculator (geometry, data graphing, function graphing, and algebra) and how the power of visualization is extended to provide multiple approaches to complex problem situations. Provides a graphing problem with illustrations and results. (AIM)

This article reviews current knowledge about using computers to teach problem-solving skills to students with learning disabilities (LD). It presents the case for use of hypermedia to improve students' mathematics problem-solving abilities. Specific suggestions are given for applying hypermedia to cognitive strategy instruction and the graduated…

Presents a methodology designed to strengthen the cognitive effects of using graphing calculators to solve polynomial equations using pattern matching, searching, and heuristics. Discusses pattern matching as a problem-solving strategy useful in the physical, social, political, and economic worlds of today's students. (DDR)

Presents a scenario in which two people solve a programming problem by discussing various number sequences and functions. The problem is redefined as one related to number theory and operations research. (DDR)

Describes a cooperative learning project with fourth-grade teachers and students. Discusses the K-W-D-L technique (what we know-what we want to know-what we did-what we learned) for mathematical problem solving. Concludes that having students write about their problem-solving experiences connects mathematics and communication skills and enhances…

Describes the Math Pals program which emphasized mathematics communication, allowed students to become active problem solvers with a pal in a different school, and gave students a multicultural experience. (JRH)

Graphs from media sources and questions developed from them can be used in the middle school mathematics classroom. Graphs depict storage temperature on a milk carton; air pressure measurements on a package of shock absorbers; sleep-wake patterns of an infant; a dog's breathing patterns; and the angle, velocity, and radius of a leaning bicyclist…

A Montana teacher in a very small high school describes how SIMMS Integrated Mathematics has helped students to develop better problem-solving skills and better oral and written communication skills, has contributed to increased student enrollment in a fourth year of high school mathematics, and has taught students to use technology tools in…

The consistency with which students apply procedural rules for solving signed-number operations across identical items presented in different orders was examined in a study involving 161 eighth graders. Inconsistent rule application was common among students who had not mastered signed-number arithmetic operations. (TJH)

The degree to which test item bias techniques can lead to interpretable results when groups are defined in terms of specified differences in the cognitive processes involved in problem-solving strategies was studied. Data from two groups of junior high school students (N=545) were used. (TJH)