Problems short on computation and long on logical thinking are suggested for development of logical thinking. A set of such problems is presented. (MP)

Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

The skill of asking appropriate intermediate questions during problem solving is discussed. Several problems and other classroom activities are also presented. (MNS)

Since early childhood is a critical time to build a readiness for problem solving, 12 specific activities, with problems, are suggested. (MNS)

Several problems that can be used with calculators are provided. Teaching tips and references are included. (MNS)

Basing their conclusions on studies in which (1) textbook problems were classified by students and parents and (2) texts were coded on several variables (e.g. sexually stereotyped occupations), the authors find textbooks are biased. They suggest several teacher strategies for countering this bias. (SD)

Problems were developed by third graders involving holiday customs in one of the countries of their ancestors. Eight sample problems are included. (MNS)

These activities involve students in interpreting story problems, drawing their own conclusions, and making guesses. Four worksheets, for levels 1-8, are included, along with teaching suggestions. (MNS)

Examines whether verbal problem-solving skills in a group of fourth graders would improve if they were specifically taught how to generate their own diagrams when solving word problems. Classifies textbook word problems into three general types and describes them: (1) tabular; (2) geometric; and (3) contingency diagraming. (YP)

Describes four methods to structure estimation activities that enable students to make connections between their understanding of numbers and extensions of those concepts to estimating. Presents activities that connect estimation with other curricular areas, other mathematical topics, and real-world applications. (MDH)

Describes the method to solve problems called T-E-M-T-T: trial, error, and modified trial through technology. The method integrates students' skills of estimation, mental computation, and appropriate choice of calculator use. Includes 2 activities for each of grades K-4 and 5-8 that illustrate the method. (MDH)