Introduces Hogben's adaptation of Zeno's paradox, "Achilles and the Tortoise", as a thinking and writing exercise. Emphasizes engaging students' imagination with creative, thought-provoking problems and involving students in evaluating their word problem-solving strategies. Describes the paradox, logical solutions, and students' mathematical…

Assesses the effects of explicitly teaching for transfer by broadening the categories by which students group problems requiring the same solution methods and prompting students to search novel problems for these broad categories. This transfer treatment was combined with instruction on solution methods. Improvement on immediate- and near-transfer…

Discusses an approach to learning that uses well-selected problems to capture student interest and challenge their intellect. Presents an example of the problem-centered approach and discusses ways in which it helps all students learn important mathematical concepts and skills. (KHR)

Introduces an activity, Equation Telephone, designed to improve students' ability to interpret written information and recognize equivalent forms of an equation. Discusses the activity in detail and presents examples of student responses. (KHR)

Describes the history of the unsolved moving sofa problem, presents one possible solution, and gives several suggestions for how this problem can be used in the classroom. (Author/NB)

Describes how mathematical puzzles and riddles can be implemented in the classroom to engage students in rich mathematical explorations and logical reasoning. (YDS)

Examines the extended effects of an instructional program designed to enhance schema development. Uses non-goal specific problems to teach geometry to high school students who need remedial tuition. Indicates that participants in the non-goal specific group showed greater improvements. Includes references. (CMK)

Reviews the Big6 information problem-solving model. Highlights include benefits and dangers of the simplicity of the model; theories of instruction; testing of the model; the model as a process for completing research projects; and advice for school library media specialists considering use of the model. (LRW)

Delineates an approach to solving school-wide energy problems. Explains how the educational materials parents had to use with their children had an affect on the behavior of all participants. (DDR)

New understandings about learning and a vision of vocational education as lifelong planning and learning to work with others and be productive converge to suggest that vocational education will be a central force in this century. Vocational programs will continue to stress personal and cognitive development, connections between practical and…

Argues that the typical school psychology approach of solving problems one student at a time will not be successful in impacting the big problems of illiteracy, technological and mathematics deficiencies, writing, and problem solving. Proposes that the need to build academic competence and resilience through early intervention and prevention…

Presents a response to "School Psychology from an Instructional Perspective: Solving Big, Not Little Problems" (this issue). The author considers specific obstacles toward problem solving, particularly in a public school system that knowingly and unknowingly throws up obstacles for school psychologists. (GCP)

Presents a response to "School Psychology from an Instructional Perspective: Solving Big, Not Little Problems" (this issue). The author supports Shapiro's arguments but worries much about the barriers that would have to be overcome to enable such a paradigm shift to occur. (GCP)

Explores curricular ways to empower students in their learning by creating opportunities for leadership and group collaboration. Contends that drama, particularly role drama, provides opportunities for students to step outside the classroom and investigate imaginary and real worlds of power, responsibility, issues, relationships, and community.…

This paper describes and validates a model of teaching in early elementary grades that infuses the self-determination skills of problem solving and goal setting into existing curricula and programs. Use of the "Self-Determination Learning Model of Instruction with 5- and 6-year-olds found the model effective in identifying student interests,…