Teaching story problems is seen to offer opportunities for developing the problem-solving process. Four steps described by George Polya are interpreted for the classroom as: (1) Tell, (2) Show, (3) Solve, and (4) Check. The teacher's role is detailed and the process is viewed to work for all problem types. (MP)

Four procedures are stated which are inherent in problem solving: (1) understanding the problem; (2) planning to solve the problem; (3) solving the problem; and (4) reviewing the problem and the solution. Each of the four procedures is illustrated using problems appropriate for elementary school children. These illustrations are accompanied by…

Teaching techniques that help children learn basic procedures inherent in problem solving are described. (JT)

Attitudes of pre- and in-service teachers toward problem solving are discussed, and how to provide successful problem-solving experiences is described. Both formal and informal methods are included. (MNS)

The "Preparing Elementary Teachers to Teach Mathematics (PETTM) Project" (1988-1991) was a cooperative university/school effort to improve the teaching of mathematics by elementary teachers with primary focus on improving the university training of preservice teachers (PSTs) in mathematics. The goals of the PETTM Project included: (1)…

The "Preparing Elementary Teachers to Teach Mathematics (PETTM) Project" (1988-1991) was a cooperative university/school effort to improve the teaching of mathematics by elementary teachers with its primary focus on improving the university training of preservice teachers (PSTs) in mathematics. This document, volume III of the project's 5-volume…