This document is designed to assist teachers in helping students in further development of problem-solving skills. It consists of: a statement of purpose; an introduction (noting the place of problem-solving in junior high school mathematics curricula); a definition of problem-solving; a four-stage general framework for solving problems (which…

Cognitive theories of problem solving and suggestions made by cognitive psychologists regarding how to teach problem solving are reviewed. Theories and suggestions from creativity research are also considered. The results are summarized in terms of a description of how high levels of proficiency in problem solving are acquired and how problem…

This guidebook contains materials from "NOTES Plus," the National Council of Teachers of English's (NCTE's) journal for the exchange of ideas by teachers and other English professionals. The suggestions presented here are meant for use by substitute teachers. The activities are divided into five categories: "Thinking and Writing with…

In the teaching of reading, diverse methods are available to encourage student learning. These methods include: testing and measuring; subject matter approaches; student decision-making and the affective dimension; and problem solving procedures. With testing and measuring methods, measurably stated objectives are predetermined for student…

This document is designed to assist teachers in helping students in further development of problem-solving skills. It consists of: a statement of purpose; an introduction (noting the place of problem-solving in junior high school mathematics curricula); a definition of problem-solving; a four-stage general framework for solving problems (which…

A domain-specific information processing model of problem solving behavior in elementary electrostatics was developed. Instruction based on this model was evaluated in a large university-level physics course. The experimental design utilized treatment and instructor as crossed factors. Dependent variables included a test of problem solving…

This paper considers the nature of "understanding" in mathematics, and of instruction designed to foster it. The first part is theoretical, presenting an argument that there are (at least) three qualitatively different components to competent mathematical performance: (1) possession of the appropriate set of cognitive "resources," (2) the ability…

Because of the extensiveness of the course outline for Math 301 (Manitoba Department of Education), schools would have had to purchase several different textbooks to cover the material adequately. Therefore, a set of materials to supplement the guide was developed. The exercises, projects, and reviews contained in this package are keyed to the 301…

Because of the extensiveness of the course outline for Math 201 (Manitoba Department of Education), schools would have had to purchase several different textbooks to cover the material adequately. Therefore, a set of materials to supplement the guide was developed. The exercises, projects, and reviews contained in this package are keyed to the 201…

A problem-solving method of teaching was used in the recitation sections of a freshmen chemistry course for science and engineering majors at Purdue University. The method was based on prior research which revealed that good problem solvers formed better representations and used heuristics more often than poor problem solvers. Consequently, the…

The application of physical principles in solving mathematics problems have often been neglected in the teaching of physics or mathematics, especially at the secondary school level. This paper discusses how to apply the mechanical principles to geometry problems via concrete examples, which aims at providing insight and inspirations to physics or…

To help adult students understand the learning disabled child's frustrations, four demonstration techniques, simulating receptive difficulties in the areas of visual, auditory, and tactile discrimination and in problem-solving have been developed. (Author/DB)

The "impulsive responder" is a learner who avoids or eliminates confusing situations. Rather than acknowledging that a given problem solving task is too difficult, the impulsive responder simply perceives a different task--one that he or she has learned to solve. For the teacher there may be many different problems, but for the impulsive…