As calculators and computer use increases in mathematics education, more educators are recognizing a shift in emphasis from computation to problem solving. Ways to generate problems that can be used to develop pupil creativity and insight are suggested, and process-oriented instruction is promoted. (MP)

Performance was contrasted on mathematical story problems in two formats, a drawn version and the usual verbal one, with 262 fifth graders. The drawn format resulted in superior problem-solving performance. There was a significant ATI between field independence-dependence and format treatments, although the overall treatment effects were not…

Five reasons why graph work is effective are given, followed by suggestions for making bar, picto-, and line graphs. (MS)

A way to cast computational practice or review in a problem-solving context without moving into word problems is presented. The game described is viewed as an instructional tool that will allow pupils to explore and help them to develop forerunners of important mathematical problem-solving skills. (MP)

Three examples of problems that can be adapted to different grade levels and abilities and used to help children develop problem-solving skills are discussed. Some of the specific approaches recommended for teachers in helping students to find solutions are detailed with each example. (MP)

Lessons given to a group of mathematically talented eleventh and twelfth graders enrolled in a problem-solving course that provided practice in applying the heuristic strategy of working backward are detailed. Special attention was given to the process of formulating generalizations that represent large problem classes. (MP)

Defines the concept of problem and notes that primary-grade teachers need to help nurture problem-solving skills. Discusses six practical ways instructors can promote such skills and views the ability and willingness of teachers to transform typical activities into problem-solving opportunities as essential. (MP)

Incorporating problem solving as an integral part of mathematics programs in the classroom is discussed. The teacher's focus is seen as stretching pupil thinking. (MP)

Alternative techniques are suggested to some of the conventional approaches to teaching problem solving. Three general, conventional approaches are noted, and the nature and use of visual thinking is detailed as the fourth alternative. Examples of lessons with fifth graders using the fourth approach are provided to promote this method. (MP)

Describes the use of optional group projects for third-year college-level geography students. The authors conclude that this format, besides being intellectually rewarding, teaches students valuable research, problem solving, and social skills. (AM)

An approach to teaching pupils the long division algorithm that relies heavily on a consistent and logical approach to estimation is reviewed. Once learned, the division estimator can be used to support the standard repeated subtraction algorithm. (MP)

Reports on the use of closed circuit television as a critical component in the process of in-service teacher training for implementing alternative teaching methods. A five-step problem solving scheme is used to describe the specifics of this project. (Author/JEG)

A model that can be effectively used to develop the notion of function and provide varied practice by using "real world" examples and concrete objects is covered. The use of Popsicle-sticks is featured, with some suggestions for tasks involving functions with one operation, two operations, and inverse operations covered. (MP)

Suggests improvisational role-playing of fairy tales as a method of teaching social problem-solving skills to students. Presents a sample activity session based on the "Pied Piper of Hamelin." (SJL)

Describes a sequential problem solving method for teaching stoichiometry to high school students. Provides several sample problems. (CS)