Suggests that the history of mathematics is a fluid field within which lively debate occurs. Shares a math problem that requires a community of scholars to simulate the process by which the history of mathematics is actually developed. (KHR)

Reports on a study designed to build instructional software to improve estimation, reasoning, and problem solving skills using an animation-based tutor for algebra word problems. Concludes that estimation and the solution of simpler problems (i.e., decomposition) are effective strategies. (Author/MM)

Presents a solution of the three-sailors-and-the-bananas problem and attempts a generalization. Introduces an interesting way of looking at the mathematics with an idea drawn from discrete dynamical systems. (KHR)

Strategies are presented for dealing with factors that can be responsible for failure in mathematical problem solving. The suggestions include personalization of verbal problems, thematic strands based on student interests, visual representation, a laboratory approach, and paraphrasing. (JDD)

Argues that evaluation of mathematics word-problem-solving instruction is important in basal curriculum programs. Reviews research literature on mathematical problem-solving and presents guidelines for evaluation of word-problem-solving instruction in basal mathematics programs. (PCB)

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)

Reports on the knowledge of fifth-grade students about what they are learning about percentage. Reveals the range of comfort students had in the instructional sequence and provides suggestions for developing assessment tasks, especially student-generated problems. An appendix of sample tasks is included. (MKR)

Sixty-four adults were tested on simple addition and multiplication problems presented in Arabic digit or English number-word format. Overall, response times and error rates were much higher with the word format, but more important, presentation format interacted with arithmetic operation and problem size. (DR)

Children aged four through six years were given identical addition and subtraction calculations presented in three problem-type formats: nonverbal problems, story problems, and number-fact problems. Results suggest that children's earliest calculation ability is based on experiences combining and separating sets of objects. Contains 34 references.…

Some preliminary observations relating to problems of the semiotic mediation of reality through linguistic tools are presented and discussed in light of the experiences of 12- to 13-year-old Swedish students interpreting a table of postage rates. Learning to use such a tool is a genuinely social phenomenon. (SLD)

This article offers suggestions to teachers of hearing-impaired students on teaching basic mathematical problem-solving skills. Eight suggestions include allowing time for problem solving, encouraging persistence, providing open-ended problems, using problems based on student experiences, and using appropriate evaluation strategies. (DB)

Describes the "Two-Eight" instructional model for students who have arithmetic computational skills but lack the ability to select appropriate strategies to solve problems. Offers examples showing the replacement of the actual values used in a word problem with the simple numeric values of 2 and 8 to create a parallel, solvable problem. (DMM)

Comparison of problem preferences of six meaning-oriented and five number-oriented junior high school students found that the successful meaning-oriented students preferred solving multistep and nonroutine problems, whereas the less successful number-oriented students preferred simple routine problems. However, in graded situations all students…

Examines ways in which teachers can develop children's abilities to mathematize their world by articulating mathematical problems in situations, then solving and discussing their solutions. Contains 11 references. (ASK)

The common teaching practice habit of connecting mathematics classroom activities with reality is still substantially delegated to wor(l)d problems. A growing body of empirical research suggests that the practice of word problem solving in school mathematics does not match this idea of mathematical modeling. Presents some classroom activities that…