Discussed are some applications of mathematics involved in actuarial science which may be taught in high school mathematics classes. Described are the importance of approximate solutions, multiple answers, and selling the solution to a problem. (CW)

Describes the use of teacher researcher teams in problem solving and evaluation in the David A. Ellis School's Schools Reaching Out project. Provides guidelines for such teams in other schools. (DM)

Argues that the computer has many advantages over traditional technologies in learning, thinking, and problem solving. Argues that if reading and writing are taught as thinking processes akin to problem solving, then skills and experiences acquired on the computer should transfer well, with guidance, to print literacy. (RS)

Discusses paradigmatic teaching, or teaching for analogical transfer, which requires teaching a basic structure by appropriate examples, as well as teaching its application in various fields and contexts. Examples for problem solving, inductive thinking, and learning to learn are given, and a training program with adult learners is described. (15…

Discusses the use of self-directed learning in a large group class. Describes a workshop for developing group communication skills. (YP)

Describes how Suzuki's methods of teaching young pupils to play the violin can be combined with Polya's ideas on problem solving to teach mathematics to elementary school pupils. Six references are listed. (YP)

Examined applicability of scaffolding and zone of proximal development to the study of dementia. Compared caregiver-patient dyads (n=29) to normal elderly dyads (n=16) in terms of strategies used in completing the Block Design subtest of the Wechsler Adult Intelligence Scale-Revised. Results indicated that caregiver-patient dyads can be observed…

Investigated differences in achievement of 221 kindergartners with different cognitive tempos. Results suggest that kindergartners who exhibit an impulsive cognitive tempo may be judged by teachers as being less academically and socially competent than other kindergartners. (RJC)

Discusses the importance of student questions as tools of instruction and as indicators of student misconceptions. Suggests different ways in which students may gain an understanding of biological concepts through discussion of popular movies and biological problems. (CW)

Discusses a research project of testing detergents that resulted from students' classroom observations of and questions about water pollution and suds. Outlines procedures and responsibilities necessary for conducting the experiment. A sample student data sheet is included. (RT)

Investigates the ways children used their schemes of fractions to interpret fraction situations. Records clinical interviews with nine children (grades three through five). Reports that children do not establish relationships among different schemes when giving meaning to a given situation. (Author/YP)

Provided are copy masters, instructions for use, and grading criteria for six problems used as part of the practical assessment for a modular science course. Each problem gives a narrative and a list of materials necessary to complete the problem. (CW)

Describes a classroom game that challenges students to identify characteristics of a place, learn the location of a nation, use reference books, solve a problem through critical thinking, and classify data by degree of usefulness. (LS)

Describes an instructional model for presenting students with opportunities to analyze, synthesize, and evaluate ideas through cooperative problem solving. Provides suggestions for implementation using examples from the author's classroom experiences. (MM)

Cognitive-communicative intervention with children and adults with head injuries should emphasize such aspects of cognitive functioning as the knowledge base and the executive system. Assessment and intervention should focus on realistic goal setting, planning, self-directing and initiating, self-inhibiting, self-monitoring, self-evaluating,…