Students' reported inner speech during mathematics problem solving was studied. Subjects from grades three to six were assigned to low-task or high-task difficulty groups. Between problems, students reported their inner speech. Both groups maintained an adaptive task-oriented problem-solving stance, with positive affect toward self. (Author/GDC)

Evaluated the effects of cognitive-behavioral problem-solving skills training (PSST) and nondirective relationship therapy (RT) for the treatment of antisocial child behavior. Revealed that a significantly higher proportion of PSST children, compared with those in other conditions, fell within the normative range for prosocial behavior at…

Examines principles which can be applied to determine how hints can be used effectively in problem-solving. Conscious and unconscious hints, timing of hints, expected functions, and teaching are discussed. Conscious hints are explained in detail with suggestions and references. Charts are included for types, timing, and expected functions. (DH)

The author arranges 26 current states of mathematical knowledge (in relation to solving a problem) in an informal taxonomy and comments on them. (MNS)

One mathematician's view of real problems is given. Described (with some humor) are magic retail numbers, the highway bypass, the elliptical table, and the senior-class schedule. (MNS)

Using questions to help students think mathematically and solve problems is discussed. The teacher's role is described, with a classroom example involving questions about a specific problem. (MNS)

One view of mathematical thinking is described, followed by detailing of the characteristics of a problem-solving program necessary to develop this kind of thinking. (MNS)

The author uses Stella the Spider as the main character in a number of three-dimensional geometry problems. Eight of these problems are discussed, with solutions. (MNS)

Use of the computer to simulate or imitate probability problems that are difficult to analyze in any other way is discussed. How the Monte Carlo method works is clarified, with sample problems and programs. (MNS)

The arts of perception, i.e., the arts that enable curriculum workers to see and make use of the significant and particular features of problematic situations, are discussed. The ability to discriminate and give meaning to details has received scant attention in the literature on practical curriculum problem solving. (RM)

This study involved 48 students ages 9 to 12. The 29 experimental group students, divided into small groups, performed learning exercises designed to improve skills in analyzing and processing expressions frequently included in addition and multiplication problems. The exercises helped significantly to improve problem-solving performance. (MNS)

Review of existing research on the general cognitive outcomes of Logo training concludes there is little data-based or empirical evidence on the effects of teaching Logo to children. It is suggested that current research on Logo should be more directly tied to outcomes related to learning a structured computer language. (MBR)

A study of 20 effective colleges suggests that the perspective a college or university president brings to the job may dictate his or her ability to provide the leadership an institution needs at a particular time and place in its history, a critical factor in moving an institution forward. (Author/MSE)

A problem-solving strategy that appears to be highly successful is having children write their own word problems. The stages of prewriting, writing, rewriting and revising, and publication are each discussed. (MNS)

Two activities are presented. The first involves geometric concepts using the alphabet, while the second is a game to provide practice in finding factors of composite numbers. (MNS)