9254922 Adams This project explores a way of forming a link between theories of problem solving and theories of instruction on problem solving. A single problem-solving framework is used to analyze the discourse patterns of the teacher, of students in small-group problem-solving sessions, and of individual students solving problems. The problem-solving framework focuses on five areas of knowledge: (a) mathematical content, (b) problem-solving strategies, (c) beliefs about mathematics, problem-solving and the self, (d) control of cognition and (e) discourse knowledge. Three instructional units of approximately three weeks each are identified before the beginning of the school year for two middle-school classrooms. These instructional units are the focus of concentrated data collection in which whole class instruction and small group problem solving are video taped. Additional classroom observations are made on a regular basis throughout the school year. Also four students from each classroom are video taped as they complete think-aloud problem-solving interviews once a month throughout the year. Problems used in the problem-solving interviews are coordinated with the instructional units in order to from hypotheses about the connection between classroom discourse patterns and process used by individual students. ***
