Some findings from research on problem solving are briefly summarized. (MNS)

Metacognition is described and suggestions for teachers about developing and improving metacognitive skills in performing mathematical tasks are given. (MNS)

Pertinent findings from research on problem solving are presented to describe how primary-level children may gain an understanding of addition and subtraction as well as practice computational skills through one-step problems. Then suggestions for teaching problem solving are given. (MNS)

After research on problem solving is briefly summarized, an in-service program on problem types and solution strategies is described. Teachers must know how pupils solve problems; they can use activities designed for both instruction and assessment. Key aspects of assessment are summarized. (MNS)

Research on the effectiveness of microcomputer software for drill and practice is briefly summarized, as well as research on other ways of using microcomputers. (MNS)

Performance on several word problems used in the National Assessment of Educational Progress is discussed. Errors are analyzed for different age groups, and the overall findings are compared with results of related research. Implications for instruction are derived. (SD) Aspect of National Assessment (NAEP) dealt with in this document: Results…

An instrumental technique is presented to help students create a symbolic representation that may aid the process of choosing an appropriate operation to solve a problem. Current research and practice are discussed; then the part-part-whole model is presented. (MNS)

Some research about students with learning disabilities that textbook publishers need to consider as they revise problem-solving materials is briefly cited. (MNS)

Summarizes the interview and observation of mathematics teachers on their classroom teaching of problem solving. Discusses the related issues that teachers should consider as they plan and teach problem solving lessons. (YP)

Studies of word problem solving of story problems are reviewed and six immature strategies commonly used by elementary and junior high school students are highlighted. Suggested are some recommendations for mathematics instruction. (YP)

The performance of sixth and seventh graders on a variety of tasks involving estimation and reasonableness of results were studied. Also examined was the effect of a short unit of activities on these two topics. Correct answers approximately doubled after instruction. (MNS)