The Future Problem Solving Program is intended to help gifted students (grades 4 through 12) develop richer images of the future and increase creativity, communication, teamwork, research, and problem-solving skills. Procedures for participating in the program and securing materials are explained. (CL)

Suggests a scientific approach for teaching problem solving that would aim at understanding the underlying cognitive mechanisms responsible for good problem solving and would then use the resulting insights to design explicit instructions for enhancing student's problem solving skills. (Author/SK)

In 1978 and 1979, the Texas Research and Development Center for Teacher Education initiated extended discussions, commissioned papers, and sponsored a conference on major topic areas that cut across the teacher education continuum. The planning processes, the conference and its formation, the final report, and national agenda are described. (JN)

Examples are provided which demonstrate the use of the computer as an instructional aid for the algebra curriculum. While the basic content of an algebra course would remain intact, computer technology can enhance and expand methods of algebra instruction. (JN)

Presents a theoretical framework for viewing adolescent contraceptive usage. The problem-solving process is used for developmentally examining the competencies that must be present for effective contraceptive use, including: problem recognition, motivation, generation of alternatives, decision making and implementation. Each aspect is discussed…

Describes the heating of a baby's milk bottle (an exercise in modelling) and the interaction between lecturer and students as they formulate the problem, produce a tentative solution and interpret the solution. (Author/JN)

Problems designed to show the meaningful use of logarithms in the age of calculators are presented. The emphasis is placed on viewing a logarithm as an inverse operation to raising to a power. (MP)

Instruction using computers is viewed as different from most other approaches to education, by allowing more than right or wrong answers, by providing models for systematic procedures, by shifting the boundary between formal and concrete processes, and by influencing the development of thinking in many new ways. (MP)

Errors students typically generate while trying to translate problems into and out of algebraic notation are reviewed. Translation skills and pupil difficulties with them are seen as areas deserving further research. (MP)

Two orientation problems and six sample worksheets that stimulate students to use a complete conjecture-proving sequence are shared. The view promoted is that pupils can gain experience in conjecturing and in writing proofs that mirror their logical thinking through work with a careful sequence of activities. (MP)

Three models have been used with a microcomputer to help hearing impaired students in high verbal content courses such as "Energy and the Environment." The models illustrate the complexity of problem solving and moral issues. (CL)

A large sample of 11-year-olds were observed on a perceptual maze task. Three ability level groups were formed and compared as to overall response paths and specific binary decision configurations. Explanations for observed qualitative differences and discussion of the viability of the experimental approach adopted are presented. (Author/RD)

Provides a summary of a series of research and development projects which investigated the reasons for failure in educational technology-based systems of instruction. Develops a new approach to the design of such systems and their subsequent implementation and control. A 17-item bibliography is included. (Author/CHC)

An applications problem, which illustrates an important technique in mathematical applications, is presented and discussed. (MK)

Problems faced by a college dean in his first year are described and ways of finding solutions discussed. (JD)