Addresses the principles and problems associated with the use of significant figures. Explains uncertainty, the meaning of significant figures, the Simple Rule, the Three Rule, and the 1-5 Rule. Also provides examples of the Rules. (ML)

The goal of this unified theory of human reasoning is to specify what constitutes reasoning and to characterize the psychological distinction between inductive and deductive reasoning. The theory views reasoning as the controlled and mediated application of three processes (encoding, comparison and selective combination) to inferential rules. (JAZ)

Maintains that a process consultant may be needed to help find and solve common and not-so-common problems in a day care center through observation, diagnosis, and intervention. Also suggests how to find the consultant who will best serve the organization. (BB)

Provided is an analysis, using concepts from geometry, algebra, and trigonometry, to explain the apparent loss of area in the rug-cutting puzzle. (MNS)

Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

Solutions to a problem on seating arrangements and one on a box-office situation are discussed; a statistical approach is used. Four computer programs are included. (MNS)

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)