Provides a discussion and an example of a problem which occurs in mathematical contests or entrance examinations and deals with the question of the magnitude of exponentials. Includes additional illustrative examples. (RT)

The importance of establishing a problem-solving atmosphere is stressed. Children asking "why" are on their way to strengthening their number sense. Curiosity should be promoted, encouraging children to test their own hypotheses and pursue their own predictions. An example with an eight-year-old girl is given to illustrate these points.…

Students have the opportunity to verbalize relationships that demonstrate the acquisition of good number sense. They are to develop clues about the answer to a problem without computing or telling the answer, and to state or write several things they know about the answer to each problem. (MNS)

The deaf student can excel in industrial education programs through a competent and challenging curriculum and a teacher's stimulating presentation of course content. Deaf students have talents and abilities that often remain untapped until appropriate avenues of communication are opened to them. (Author)

Four of the author's favorite calculus word problems are presented. These aid students in recognizing and applying concepts in contexts unlike those in typical textbook problems. (MNS)

Suggests that sometimes making assignments "vague" places the burden of decision making and problem solving on students, requires that students invent and pursue their own questions, and demands that they practice independent thinking. (MS)

The author discusses the nature of challenges and lists challenges for secondary industrial education. He challenges educators to (1) develop a clear educational mission and attractive, challenging programs; (2) prepare students to integrate technological skills and to appreciate the limits of technology; and (3) prepare students to implement…

After research on problem solving is briefly summarized, an in-service program on problem types and solution strategies is described. Teachers must know how pupils solve problems; they can use activities designed for both instruction and assessment. Key aspects of assessment are summarized. (MNS)

Discussed is the behavior displayed by good problem solvers of feeling free to restructure, revise, or redefine a problem. Examples of student work are included. (MNS)

Examined how elementary students in three classes using different teaching strategies, presented with discrepant event problems in science, begin the problem-solving process by exploration of the problem space. Because of the constraints imposed by each teaching strategy, none of those used was considered entirely satisfactory. Appendix contains…

A British action research project developed and tested a three-step model for teaching critical thinking in nursing education: (1) specific sessions on critical thinking; (2) problem-solving teaching strategies; and (3) regular tutorials to monitor progress. Combining a problem-solving approach to lesson planning with tutorials can bring about…

Reviews five books on developmentally appropriate teaching, and two volumes from a series on an interpersonal cognitive problem-solving program. (HTH)

A mathematician who has been teaching for 58 years discusses 3 types of knowledge that are subjects for teaching or learning (what, how, and why) and why teaching must include problem solving or the use of the Socratic, Moore, or discovery method. (MKR)

Reports on a small-scale study of 13 dyads working at number tasks that found "sidework," a modified form of associative interaction, gave rise to more high order talk and to more posttest learning than did collaboration. Suggests sidework may have greater potential to enhance students' learning than the collaborative mode. (TJQ)

Describes the theory behind tapered resistors and liquid crystals and their use in the Duracell battery test strip. Presents related electrical problems for students. (JRH)