The "Connecting With Others" curriculum for grades 3 through 5 will help students learn to be sensitive to differences, resolve conflicts without resorting to violence, and learn tolerance and acceptance of others. Includes 30 lessons divided into five skill areas: Concept of Self and Others, Socialization, Problem Solving and Conflict…

The lesson plans in this book engage students by using a tool they enjoy--the Internet--to explore key concepts in algebra. Working either individually or in groups, students learn to approach algebra from a problem solving perspective. Each lesson shows learners how to use the Internet as a resource for gathering facts, data, and other…

This note discusses a possible method for teaching an example of problem solving to intermediate grade students. Under the guidance of the instructor, students may see the links between the 'guess' method and the arithmetic operation 'strings'. This may help enhance their logical thinking ability as well as arithmetic operation skills. For…

Using sequential chains of regular n-gons in a row with one side touching, as for example, one triangle, two triangles, three triangles, and so on, students graph the length of the perimeter versus the number of n-gons and determine the functional relationship for different values of n. (MKR)

Describes a fifth-grade student solving the "Food for Thought" problem featured in the February 1998 issue. (ASK)

Discusses ways to help students improve their problem-solving skills. Presents some mathematics problems to be used in classrooms. (ASK)

Outlines four solution methods for the Mangoes Problem, discusses how middle school students have approached the problem, suggests generalizations of the problem, and gives an example of a related problem that can be used as an extension to explore the four strategies discussed. (MKR)

Shares a problem-solving activity in which the aim is to find out how fifth-grade students would approach a nontraditional problem in which several conditions had to be met. Asks teachers to consider student observations in their teaching. (ASK)

Develops a division algorithm in terms of familiar manipulations of concrete objects and presents it with a series of questions for diagnosis of students' understanding of the algorithm in terms of the concrete model utilized. Also offers general guidelines for using concrete illustrations to explain algorithms and other mathematical principles.…

Describes three studies in which students (N=515; N=60; N=135) were asked to indicate appropriate operations and numbers used in solving open mathematical sentences. Analysis of data and interviews suggest two error patterns: "finding a solution" and "inverse operation." Indicates that "finding a solution" strategy…

Intermediate and junior high school students became very involved with this learning activity which involved detective work. Working in groups, students had to solve a riddle based on a sequence of clues. The answer to each set of clues was either a person, an event, or a place. (RM)

Describes two problem-solving videodisc adventure stories related to geometry and reports reactions of (n=25) teachers and their students who used the adventures. Results found teachers and students had increased knowledge of ways to apply geometry. (12 references) (MKR)

Describes a typical fifth-grade mathematics lesson as taught in a Japanese elementary school, followed by a reflective commentary focused on problem solving, using manipulative aids, and multiple solutions. (ASK)

Describes how successful study of mathematics requires a set of problem-solving processes that help students reason mathematically, offers a context in which students can communicate their reasoning, and provides opportunities for students to link their learning to prior mathematical contexts. Discusses the three basic processes of Krutetskii's…

This study of 75 gifted students in grades 6-8 found that the group receiving Creative Problem Solving training with transfer strategies infused had a higher percentage of students applying the strategies to problems out of the context of the training sessions, compared to control group students and students receiving traditional training.…