Describes a problem that appeared in the April, 1999 issue of this journal and analyzes student responses and misconceptions. The problem concerns exponential progressions. (KHR)

Analyzes 11-12-year-old English children's responses to two 'realistic' problems. Through a comparison of responses to two items, suggests that, given suitable 'realistic' problems, many children may be more willing and able to introduce realistic responses in a testing context than earlier research might lead one to expect. (Author/MM)

Presents a hurricane evacuation project in which students use reading, math, and problem solving skills while engaging in a hands-on multitask problem. (YDS)

Describes two-line display calculators and their functions. (Author/YDS)

Presents the Football Frenzy problem. (Author/YDS)

Presents the children's story "COOK-A-DOODLE-DOO!" to provide the impetus for a lesson that includes opportunities for problem solving, estimating, predictive reading, and enjoyable eating. (KHR)

Describes teaching methods and student-created methods for conceptualizing multiplication with rational numbers. (YDS)

Discusses mathematical literacy and basic skills. Includes a take-home page. (YDS)

Many problem-solving activities include mathematical principles but students do not use them during the design and experimentation phases before creating a prototype or product. Restricting the amount and/or type of materials available to students will require them to calculate and requisition the materials needed. (JOW)

Investigates issues of mathematics instruction of problems in blocks. Discusses the best way to construct mathematical problems with connections to one another as parts of a coherent whole and how to reflect on the types of connections that can arise between them. (Author/KHR)

Describes a mapping procedure which can be used to visually display the strategies used in problem solving. Applies the procedure to solutions of the Three Hungry Men problem. (25 references) (Author/MKR)

Using sequential chains of regular n-gons in a row with one side touching, as for example, one triangle, two triangles, three triangles, and so on, students graph the length of the perimeter versus the number of n-gons and determine the functional relationship for different values of n. (MKR)

The article offers suggestions for helping gifted elementary students learn to use independent thinking skills to challenge their own thinking as well as to solve mathematical problems. (DB)

Effective assessment of mathematical problem solving requires more than an examination of student answers. Students tend to make calculations without explanations. Teachers need to analyze their processes and get students to communicate their thinking. This article suggests ways to understand students' thinking, their conceptions, their…

In one Colorado fifth grade classroom, math period begins with Mathematician's Chair, an activity allowing students to share their problems with entire class. Using this technique, students became adept at writing math problems, solving their own and peers' problems, using math-related writing as important medium of social discourse, and making…