Problem-Based Learning (PBL) describes a learning environment in which problems drive the learning; that is, learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve it. This ERIC Digest discusses many aspects of PBL including PBL and problem solving, PBL and…

This study uses discursive perspectives to study emotion in school mathematics. The researchers regard emotion as distinct but inseparable from cognition: the organizing metaphor portrays emotion as a charge attached to ideas or (chains of) signifiers. Based in language, emotions are seen as discursively formed, culturally constituted, and…

This report describes a project for improving problem solving skills in students at the secondary level. The targeted population consisted of high school students in growing communities located in the suburbs of a large Midwestern city. Various studies have indicated that students lack problem-solving skills. Analysis of student and teacher…

One hundred and seven 5th-8th graders were tested on spatial rotation multiple-choice items to determine age and gender differences in spatial ability. Thirty-one of them were subsequently interviewed. They were asked to explain their reasoning when solving 4 of the tested items and a problem-solving task. Features of visual and non-visual…

Due to the increasing achievement gap between schools of urban settings and their suburban counterparts, and in an environment where statewide testing that may begin to hinder the graduation of many urban students, there is a need to close the gap especially in the areas of Math and Science. Teachers in such environments face the daunting task of…

Imagine a wooden cube painted and cut into "unit cubes." A typical activity consists of predicting the number of unit cubes with exactly three faces painted, two faces painted, etc. This article presents extensions of this activity designed to help students develop analyzing abilities and powers to generalize. (JP)

Seventy-two educable mentally retarded 11-year-old children were divided into a low mental age (MA) group (MA 87 months) and a high MA group (MA 106 months) to compare performance on the solving of variously presented verbal arithmetic problems. (Author/MC)

Article presents suggestions for improving pupils' skill at problem solving, thereby opening levels of learning for all children. (Author/RK)

Describes an instructional method in secondary school mathematics applicable to physics instruction, to develop conceptual understanding of motion word problems. Distance, rate, and time are defined, used as variables and considered with relative motion as a unifying concept. (JM)