Describes establishing and running a credit union in a sixth-grade classroom. By establishing a classroom credit union, students can develop independence in solving real problems and model situations that occur in the real world to solve similar problems. (ASK)

Presents two games that provide practice with equivalent fractions, that were produced at three levels of difficulty, Level 1 being the simplest. Also describes another game for practice in solving simple linear equations. Appendices contain examples of materials used in the games. (ASK)

Presents three number games for mathematics classrooms designed to improve the learning of number concepts. Game topics include determining products, arranging mathematical signs, and factoring. (ASK)

Presents a trigonometry problem concerning control of the entry of sunlight through a window. (ASK)

Shows how attention to transcending functions provides a new integrative approach to mathematics that can improve the critical thinking and problem-solving skills required for addressing large-scale problems. Contains 38 references. (DDR)

Discusses the value of introducing students to problems that lend themselves to long-term, in-depth analysis at different levels of intellectual accomplishment. Focuses on one such problem in detail. (DDR)

It is argued that mathematical modelling is important in teaching mathematics and that teachers have to create cultural support for it in the classroom. Posing an unsolvable problem for students may reveal the culture of the classroom as it exists, but its contribution to developing the needed culture that supports mathematical modelling appears…

It is argued that students who appear to ignore common sense and real-world knowledge in their approach to mathematics word problems in school are often behaving sensibly given the situation. The improvement of mathematics word problems for teaching will require changes in teacher beliefs and the use of modelling as an activity of organizing. (SLD)

Describes a study which concluded that, to restructure the mathematics curriculum, modification of existing teaching practices is required. Recommends that practices be modified to enable students to construct effective knowledge bases and become active learners. Contains 38 references. (DDR)

Describes the use of an extended problem-solving assessment task with a Japanese secondary class. Argues that extended problem-solving tasks have the potential to illuminate a much wider range of student performance and to offer learning opportunities almost never realized with more traditional--albeit often quicker--forms of assessment. (ASK)

Offers two problem-solving ideas for hands-on pattern-block activities. A primary level activity introduces area and gives students experience with a problem that has multiple solutions. An intermediate level activity provides first-hand experience with similar shapes. (SM)

Evaluates a set of videotaped explanation- and procedure-based assessment activities that challenge high school students to apply scientific concepts to solving problems. Students frequently relied on description when asked for explanation and used revision to confirm their original prediction. The solution may be to relate instruction to context…

Constructivism emphasizes the learner as an active meaning maker and problem solver. This article reviews constructivism's basic principles, analyzes implications for curriculum work, and explores a constructivist unit-development process. Planners must decide degree of curricular integration, establish unit parameters, identify the problem, draft…

This study examined effects of a schema-based direct instruction strategy on the word problem-solving performance of three third- and fourth-grade students with learning disabilities. The intervention was successful in increasing the percentage of correct solutions to word problems for all three students. Maintenance was seen two to three weeks…

Describes a problem-based human biology course for undergraduate nonscience majors. Discusses the nature of problem-based learning, effectiveness of problem-based learning in a nonmajors' science course, course development, and implications. Contains 14 references. (JRH)