Reports on the pedagogical question of what can be done with the computer that is relevant to the mathematics curriculum. Five different modes of interaction between the computer and the students are proposed - (1) problem solving, (2) programed desk calculator, (3) simulation, (4) drill and practice, and (5) tutorial. (RP)

Stresses the need for theories of teaching and learning mathematics. Argues that a study of how students react to new problem solving situations is a step in the right direction. (RS)

The text of an address by George Polya that discusses teaching and problem solving strategies in mathematics is given. (PK)

An investigation of the effect of the direction of search on the problem-solving performance of junior high school algebra students reveals a relationship between the number of correct responses and solution time to the number of possible "blind alleys" and memory load. (Editor/LH)

Students use tables of anthropometric data, their own measurements, underlying principles of physics, and math to solve a problem. The problem is to determine the height of a wall mirror, and where to mount it, so that 90% of the clientele can view their entire length without stretching or bending. (Author)

Reports on the responses obtained when the same mathematical modeling problem was presented to approximately 300 students with similar backgrounds and mathematical experiences. Findings indicate a variety of approaches and a tendency to consistently underestimate the solution to the problem. (JRH)

Describes the characteristics of young children as they develop problem-solving skills and strategies. (Author/NB)

Discusses the appropriateness of teaching problem-solving skills to vocational education students at the secondary level. Includes a discussion of the place of problem solving in the scheme of basic mathematics skills. (45 references) (JOW)

Studied the effectiveness of a self-monitoring method designed to help impulsive students overcome their unwillingness to self-monitor. Results with 121 graduate students show that self-monitoring helps in learning the heuristics of solving mathematical problems and that self-monitoring is more helpful for impulsive students. (SLD)

A mathematical problem is solved using the extension-reduction or build it up-tear it down tactic. This technique is implemented in reviving students' earlier knowledge to enable them to apply this knowledge to solving new problems.

Pick's theorem can be used in various ways just like a lemon. This theorem generally finds its way in the syllabus approximately at the middle school level and in fact at times students have even calculated the area of a state considering its outline with the help of the above theorem.

The heliocentric, or Sun-centered model, one of the most important revolutions in scientific thinking, allowed Nicholas Copernicus to calculate the periods, relative distances, and approximate orbital shapes of all the known planets, thereby paving the way for Kepler's laws and Newton's formation of gravitation. Recreating Copernicus's…

Prediction is a great skill to have in any walk of life: it can, in fact, save lives at times. While the two investigations posed in this column may not be that dramatic, they might just increase one's appreciation of some important connections between grids and rectangles and the divisors of numbers that appear in the dimensions of those…

Several ways for solving inequalities have been suggested in the literature, among them graphical, verbal and algebraic solutions. A new look at solving inequalities via use of the intermediate value theorem is presented here, and this method may prove to be straightforward for many students.

Solving problems often means trying out ideas one knows about which might lead down blind alleys. In this article, the author provides a solution to the following simple mathematical problem: Suppose you have four points which are on the four sides of a square, how do you construct the square? He says that the obvious place to tackle it is to use…