Based on information gained in an interview with a 12-year-old girl in grade seven, a rational reconstruction of the student's problem-solving strategy is proposed and compared with the strategies normally prescribed in contemporary school mathematics textbooks. (Author/CHC)

Inquiry and lecture/lab methods of instruction yield different results in conceptual and problem-solving tests, while no difference exists in factual tests. The author recommends that the inquiry method of teaching be refined so that it can become a practical classroom instructional strategy. (CT)

Ways to incorporate student mistakes in the instruction of mathematics at the undergraduate level are discussed. A sample investigation of a pupil error with a formula from Calculus is featured. (MP)

Approaches to developing a good mathematics textbook for the junior high student are discussed, with the pitfalls and difficulties reviewed. Examples from new Polish textbooks are presented to illustrate possible solutions. (MP)

An alternative application of logarithms in the high school algebra curriculum that is not undermined by the existence and widespread availability of calculators is presented. The importance and use of linear relationships are underscored in the proposed lessons. (MP)

The use of Data Sets in instructional programs as supplements to firsthand experiences is described. A segment of one Data Set related to microbiology is given. (SA)

Mathematics instruction can be approached as a cognitive skill, as illustrated by these elementary-level classroom activities. (LH)

This study of the effectiveness of a multimedia course in plant anatomy shows a highly significant improvement in the capacity to answer final examination questions which involve problem solving, and a correlation between this improvement and the strategies used in small group teaching. Data, references, and notes are provided. (Author/JEG)

Describes two methods to incorporate problem-solving into social studies classes. Project REACH, a five-step method, teaches students the process of problem solving while using a variety of materials and classroom situations. Project USMES incorporates problem solving into a set of specially developed curriculum materials. (Author/AV)

Identifies three conflict styles or characteristic sets of strategies people use to handle conflict. Advocates the use of principled negotiation so as to enable people in conflict to arrive at a solution that is acceptable to, and meets the needs of, both sides. Shares strategies for developing skills in principled negotiation. (RJM)

Discusses self-learning exercises (SLEs) incorporated into the Medical Physiology course for first-year students at the Morehouse School of Medicine in Atlanta, GA. Twenty to thirty percent of course material is presented in these exercises instead of in lectures. The exercises develop active learning and problem-solving skills. Formal analysis…

Discusses the importance of the use of rich problems to challenge gifted students. Highlights the characteristics of challenging problems and projects, and presents examples of these kinds of questions. (ASK)

Identifies commonly experienced obstacles on the road to literacy and discusses ways in which teachers can assist their students to act in a more "self-determined" manner when confronting these challenges. Describes strategies for promoting more active problem solving by students in both regular and special education classrooms. (RS)

Analyzes the effectiveness of introducing practical design projects at an early stage within a civil engineering undergraduate program. Traces the success of this strategy at each stage from its introduction to the final evaluation. Findings indicate that the projects were successful in improving the understanding of basic concepts and encouraging…

Presents three methods invented by fourth graders for obtaining the arithmetic mean. This presentation is in support of the idea that encouraging children to invent their own mathematical processes is a good way for them to clarify the idea of representativeness and consequently the teacher can facilitate the students' construction of higher…