Discusses "Use of Information," the fourth stage in the Big Six Skills information problem-solving process. The focus is on the first component of this stage, i.e., to engage (read, hear, view) information in a source. Suggests strategies for helping student learn effective use of information skills and addresses recognizing relevance.…

Hypothesizes that the incidence of process-oriented thinking increases with the syntactic complexity of the problem presentation. Presents data confirming students' arithmetic preferences in the form of left-to-right translation along with evidence to show the effects of the ordering of data presentation in the problem statements on the…

Presents a problem on counting squares that emphasizes the computation and identification of squares. (ASK)

Examines conceptual problems of applying continuous improvement to higher education by exploring its use in industry. Raises questions related to flexibility, initiation of innovation, diverse performance indicators, and external assessment. (SK)

Discusses a method that uses spreadsheets to calculate the exact distribution of the sum of two or more discrete random variables with arbitrary distributions. Demonstrates how this method can be used to investigate several problems that would be found interesting at the elementary level. (Author/ASK)

Describes how to use Jean Fritz's book "George Washington's Breakfast" to teach the Big6 process of information problem solving to first graders. Six modified terms used in teaching the lesson with the first-grade classes are: task=what, strategy=how, locate=where, use=look, synthesis=show, and evaluation=well.(LRW)

Shares different students' solutions for a problem entitled Food for Thought from Jay's Dinner, which appeared in the March-April 1998 issue of Mathematics Teaching in the Middle School. The problem involves determining the maximum area to be fenced in by 60 feet of fencing. (ASK)

Provides information for constructing two-dimensional performance graphs for students to assess their competencies and to diagnose difficulties in the important area of problem solving. (ASK)

Describes a way to assign points to the problem-solving process. Provides a rubric-scoring example. (ASK)

Discusses a project that (1) uses telecommunications technology to link the river communities of the past with students today; and (2) uses thematic, interdisciplinary projects to develop critical thinking and problem-solving skills. Notes that 20 school buildings in four Ohio school districts will be participating. (RS)

Presents Big6 scoring guides which focus on the process of solving information problems as well as the final results, so that the guides are useful for both formative and summative assessment. Examples are given for elementary and secondary school projects, and a general template is also provided. (LRW)

Presents a mathematics problem on patterns. Outlines and discusses the general problem-solving procedures. (ASK)

Learning communities require diverse expertise among members, continual advancement of collective knowledge and skills, emphasis on learning how to learn, and mechanisms for sharing understanding. This article analyzes three learning-community models (Fostering a Community of Learners, Knowledge-Building Communities, and Lampert's Mathematics…

Information is a commodity; those who are most successful can efficiently access it, critically evaluate and interpret it, and effectively and ethically apply it. Through collaboration, teachers and media specialists show students the connections between learning processes and how to apply them to problem solving or decision making. (MLH)

Supports the use of microanalysis of conceptual change as a tool for reconceptualizing the nature of students' knowledge-in-development and dissolving concept-misconception and expert-novice dichotomies. Contains 48 references. (DDR)