**List of Contents**

**June 2011**

**Teaching-Research**

**Using the Intelligent Tutoring System and Kumon Method to Reinvigorate the Problem Solving Skills in an Urban Radiologic Technology Program**

*Jaroslaw Stelmark*

**The Relation Between Daily Problem Solving Inventory Points and the Success in Solving Mathematical Problems of the 6th Grade Students**

*Sebahat Yetim Karaca, Fajka Ceylan*

**Mathematics Education**

**Reflections on successful student mentoring programs**

*Abdramane Serme*

**Student Research Program at BMCC**

*Abdramane Serme*

**Reports from the field**

**Is Twenty Six ways of proving a trigonometry identity enough?**

*Terence Brenner*

**The role of partitive and quotative division in understanding the Division in a Ratio**

*Bronislaw Czarnocha*

**Editorial**

Student success is the buzz word around the Bronx. But not only there. BMCC situated at the bottom of Manhattan reports through the words of Abdramane Serme about successes with mentoring and research programs for students in that college. The author asserts that postremedial students can do research immediately after exiting from remediation. Student success motivates also the report of Jaroslaw Stelmark, who in response to radiology students’ difficulties with the Inverse square law, designed an Intelligent Tutor System (ITS) centered on providing hints, when a student is stuck while solving a problem. Indeed upon ITS intervention, student grades on that issue significantly increased.

Digressing, Mathematics Department at Hostos should investigate this strange mathematical difficulties with the inverse square law – a fundamental law underlying gravity and E & M.

Amongst enthusiasts of Student Success one also counts Terence Brenner whose diversity centered style of teaching had brought 26 different solutions to a trigonometric identity problem.

What is it really, Student Success? Of course high GPA. What does it take to have GPA=4.00? What does such a GPA say about the student? In the editor’s class, Student Success takes place whenever students are genuinely involved in solving mathematical problems and in learning.

That brings us to the last series of articles related to Problem Solving. Our colleagues from Turkey, Karaka and Ceylan had conducted an interesting investigation answering the question, Is success in mathematics problem solving related to daily problem solving? The last article from this group of articles on problem solving, is a study in problem design. The author took on a somewhat difficult problem for students about the division in a ratio. He has designed a scaffolding series of problems, a bit in a similar style to hints of Prof. Stelmark.

Editors wish all readers engrossed reading of this issue of MTRJ.