This section includes (1) "Time Saver Options" (Dishon and P. W. O'Leary), which outlines ways to teach cooperative skills; (2) "Getting Started--Tips from Teachers," a collection of ideas for all levels; and (3) "Cooperative Mathematics Lesson Plans" for developing problem-solving skills, fractions, word problems, and number concepts. (JD)

Presents 12 problems for students to investigate the relationships involving properties of numbers by using BASIC language. (YP)

Reviews research that has led to new ways of understanding mathematical development in young children. Covers research on information processing theory and cognitive science. (BB)

Classifies children's solution strategies by degree of abstraction and by use of physical objects. Children in grades one, two, and three were given two multiplication and four division word problems that differed in semantic structure. (Author/YP)

Investigates to what extent contextual changes in the meaning of the concept of "week" causes problems for children in the fifth and sixth grades. Reports that poor performing children have difficulties in finding the proper semantic referent. (YP)

Examines the students' understanding of mathematical structure and the relationship between problem solving and the identification of the structure in 13 word problems. Multidimensional scaling and hierarchical cluster analysis were used to assess how subjects organized word problems in their minds. (YP)

Encourages classroom teachers to improve their students' reading and reasoning skills by helping them to interpret math problems correctly. (RAE)

Provides guidelines for developing and implementing lessons using selections from children's literature as meaningful and appropriate contexts for solving word problems. Selection procedures, materials for constructing the characters, and two sample problems are provided. Lists 15 references. (YP)

A problem-solving approach is developed for secondary or college students to estimate the number of piano tuners in a large city. The answer and method are analyzed for appropriateness. Four similar problems are suggested. (DC)

Presents a scenario using an animal word problem and illustrates how kindergarten classrooms can become rich environments to develop students' mathematical power. Presents student solutions. (MKR)

Illustrates the schematic approach to analyzing children's (n=499) errors in solving mathematical problems using children's written solutions. Identifies five levels of errors: no solution, using irrelevant procedure, incomplete schema with no errors, incomplete schema with errors, and complete schema with errors. (24 references) (Author/MKR)

This article discusses the fourth step in a process for solving mathematics problems--verifying the plan of action for solving the problem and developing the plan of action into an equation. The lesson plan included reviews the first three steps in the problem-solving process and provides directed instruction guidelines. (JDD)

Presents results of a study to determine the effect of type-size on the mathematical problem-solving achievement of first, second, and third graders (n=259). Analysis of variance indicated that no significant differences in achievement existed. Concludes that textbooks can utilize smaller type sizes on word problems. (MDH)

A five-step hierarchy for problem solving in mathematical word problems, called SOLVE, involves Study the problem, Organize data, Line up a plan, Verify plan, and Evaluate the match. Implementing the SOLVE strategies enables teachers to assess and teach skills needed by students with mild disabilities and improves students' success rates.…

Presented is a calculation for the probability of a athletic event. Assumptions, computations, and questions to be considered in the solution of this problem are discussed. (CW)