In a physical education course children were given assignments alternating between athletic competition and individually solving problems on how they would use their bodies to accomplish assigned physical activities; it was found that they enjoyed problem solving at least as much, if not more than, competition. (JD)

An overview of Jung's theory of psychological type, a problem-solving model, types of students in different college majors, predictions about teaching problem solving to students, practical applications of the theory to the teaching of problem solving, and strategies that develop skills in perception and judgment are presented. (MLW)

Suggestions for getting the message to parents about the need to help their children with mathematics are provided. Goals of mathematical activities at home and what activities parents should provide are described. (MNS)

Describes a laboratory exercise in which a writer verbally directs a reader to assemble a seven-piece puzzle. Discusses how the exercise provides a test of communicative effectiveness, an illustration of the communication process, and an opportunity to examine assumptions that writers often make. (ARH)

Pharmaceutical educators must begin to challenge the entrenched forms of pharmaceutical education and explore alternative teaching methods, including problem-based learning. (MSE)

Argues for teaching different approaches to solving problems. Using a geometric example, alternative solutions are given which use synthetic geometry, transformation geometry, analytic geometry, complex numbers, trigonometry or vectors. (PK)

Suggests and discusses several strategies for helping students become better problem solvers. (PK)

Describes three types of chemical content, learning strategies for each type, and methods of teaching students to use the appropriate strategies. Provides suggestions for improving students' ability to learn. (CW)

Contributors (1) offer suggestions about using the newspaper for vocabulary development and involving students in problem solving activities, (2) describe a course designed for parents who want to help their children with reading, and (3) discuss the names of diacritical marks. (FL)

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)

How children perceive doubling and halving numbers is discussed, with many examples. The use of calculators is integrated. The tendency to avoid division if other ways of solving a problem can be found was noted. (MNS)

Argues that teachers should lead their students to a broader study of people and their needs. Offers strategies that can be used in social studies classes to help students become aware of crisis situations and how to deal with them. (FL)

How children can be guided to see and feel the power of thinking with and about mathematical symbols is discussed. A strategy to help them bridge the gap between manipulative models and symbols is detailed. (MNS)

The approaches taken by two elementary school teachers in using computers as tools to stimulate and guide mathematical thinking are described. One had students design a BASIC program for counting; the other used demonstration programs to develop ideas about fractions and decimals. (MNS)