Discusses the differences between problems and exercises in chemistry, and some of the difficulties that arise when the same methods are used to solve both. Proposes that algorithms are excellent models for solving exercises. Argues that algorithms not be used for solving problems. (TW)

Discusses the difference between a generic chemistry problem (one which can be solved using an algorithm) and a harder chemistry problem (one for which there is no algorithm). Encourages teachers to help students recognize these categories of problems so they will be better able to find solutions. (TW)

Discusses the differences between problems and exercises, the levels of thinking required to solve them, and the roles that algorithms can play in helping chemistry students perform these tasks. Proposes that students be taught the logic of algorithms, their characteristics, and how to invent their own algorithms. (TW)

Reports on a study into the problem solving abilities of students in a Jamaican high school who were intentionally taught problem solving strategies during one-sixth of their mathematics instruction for one academic year. Results indicated no significant increases in their performance on a problem solving test. (TW)

The author suggests that, through using the outlined question model and suggested classroom activities, elementary students will improve their abilities to analyze routine, one-step word problems and make a plan for the solution. It is further argued that the same algorithm can be applied to multistep problems by using specified questions. (PK)

Compares processes used to investigate issues in consumer chemistry to the solving of a puzzle in a mystery story. Suggests using similar methods to teach problem solving in consumer chemistry classes. Describes how such a process might progress. (CW)

Attempts to raise some of the issues involved in incorporating mathematical modelling with classroom teaching, as well as providing some background for those unfamiliar with the area. (PK)

Use of computers in problem solving is highlighted. Several software programs are discussed and specific questions and activities are suggested. (PK)

Suggests a model for teaching mathematics with three dimensions: facts and skills, understanding, and problem solving. Geometric examples are used to illustrate each dimension and suggestions for integrating the teaching of the three dimensions are given. (PK)

A computer program is presented for the billiard ball problem. It can be integrated into a lesson on inductive reasoning and suggests several ways to do so. (MNS)

Benefits of Instant Logo are discussed. Activity cards are illustrated and suggestions for teaching the unit and managing the class are given. (MNS)

This review of the research on mathematical problem solving is focused on learning disabled students. Categories discussed include characteristics of learning disabled problem solvers, strategies they use, instruction facilitating strategy learning, cognitive strategies, and problem solving strategies. Implications for instruction and research are…

The game of "Guess What" is described as a stimulating vehicle for students to consider the unifying or distinguishing features of geometric figures. Teaching suggestions as well as the gameboard are provided. (MNS)

Some examples are given of geometric exploration and problem solving in which Logo is the primary tool and turtle graphics is the mathematical environment. Students can explore and develop important patterns while building visual intuition. (MNS)

Research on teachers' question-asking practices indicates that strategy utilizing both initial and follow-up questions helps students develop the ability to reason for themselves. Five types of follow-up questions discussed are questions seeking: (1) clarification; (2) evidence; (3) greater specificity; (4) a more appropriate focus; and (5)…