Three degrees of cognitive processing were tapped by four problem types when 60 children between four and eight years were administered a set of geometry tasks differing in complexity. Analysis revealed that the tasks differed in difficulty, task success was related to age, and a hierarchical sequence existed among the skills. (SKC)

Including difference equations in the mathematics curriculum is proposed. Some fundamental ideas and examples are presented. (MNS)

Evaluation of the attribution of cause and solution for personal problems of 319 deaf college students found that (1) attribution tended to vary as a function of the type of problem; and (2) that subjects were more disposed to internality than externality for both cause and solution. (DB)

The authors introduce the concept of group facilitation skills for managers. They describe a framework that will help managers recognize group process problems, diagnose underlying causes of group problems, and consider how to take the group past its problems. (Author/CH)

States that the introduction of real, quantitative problems in classroom and field teaching improves scientific rigor and leads more directly to applied studies. Examines the use of problems in an introductory hydrology course, presenting teaching objectives and the full course structure to illustrate their integration with other teaching modes.…

Analyzed issues involved in making time pass as quickly as possible, a major difficulty facing draftees during initiation into the army. Using participant observation of basic training in the Israeli Defence Forces, examined cyclical perspective draftees were forced to adopt in place of usual linear one, and various ways they tried to overcome…

Although it is often useful to accept students' value statements nonjudgmentally, values clarification theory recommends that teachers go beyond moral leadership and help students learn to think through their personal values and understand what it takes to live a value-directed life. Methods to promote and clarify our "heritage of moral values"…

Reviews questions that arise when considering critical thinking in the process of education. Key issues discussed include the definition of critical thought and effective ways to facilitate critical thinking skills. Concludes with an analysis of how children use thinking skills and the factors teachers need to consider when designing…

Presented are problem solving tips and activities for elementary school mathematics. Included are suggestions for integrating problem solving into other parts of the curriculum and estimation activities. (RH)

Activities are presented that focus on the topic of problem solving using the strategies of: (1) patterning; (2) working backwards; (3) making a chart, table, or graph; and (4) diagraming and elimination. (RH)

Skill is the crucial element that turns knowledge into behaviors that succeed in the real world. Often "soft skills," such as management, leadership, interpersonal communications, and problem solving, vanish when people are on the job, indicating the need for more effective training programs. (JOW)

Administrators who "lionize" leadership miss important behind-the-scenes aspects of daily management. They depict the grand design without niggling problems and assume that leadership belongs exclusiveley to the heroic boss. Leaders often achieve best results by being skilled listeners, acting like followers, and depending on followers…

The article describes a series of mathematics master classes held in London for 12- to 14-year-old students with exceptionally high mathematical ability. The emphasis of the classes was on problem-solving. A synopsis of the activities is included. (DB)

Described is a teaching method for chemistry that gives college students practice in experimental design. Students are given a problem and required to design a procedure to solve the problem. Problems increase in complexity as the students progress through the courses. (RH)

This study examined whether familiarity with content influences performance on conditional reasoning problems of the form P implies Q independently of ease of generation of specific examples of "Q and not-P." Results indicated that increased content familiarity resulted in higher performance levels. (Author/JAZ)