This model is useful in identifying specific learning problems and in providing techniques for the teacher to motivate and teach students at all levels. What it is and how it can be used are discussed, illustrated by specific strategies for geometry and science. (MNS)

Described is a cooperative content study group approach to learning that minimizes individual student memorization and maximizes student interaction. Directions for preparing instructional materials and implementing cooperative home teams, a sample home team worksheet, sample test and study items, and hints and suggestions are included. (KR)

Discusses the nature, role, and limitations of analogies in science teaching, suggesting that they be discussed in the classroom to: (1) increase awareness of their limitations; (2) prevent misconceptions from occurring; and (3) encourage critical thinking. (JN)

Suggests using episodes from the history of mathematics as source material for mathematical investigations, particularly for use in teaching problem solving. Representative examples are included. (JN)

An array model is discussed as an alternative approach to reviewing the four basic operations with fractions; it could help motivate students. (MP)

Provides examples which illustrate a graphical approach to solving inequalities. Advantages of using this strategy with high school students are noted. (JN)

Discusses: (1) inquiry science teaching; (2) characteristics of stable and fluid inquiry; and (3) using science textbooks to develop activities which reflect the fluid or tentative nature of scientific knowledge. (JN)

This paper reviews meta-analysis procedures and several meta-analysis findings related to science teachings. Several generalizations are offered, one which indicates that instructional techniques which help students focus on learning (preinstructional strategies, increased structure in verbal content of materials, use of concrete objects) are…

Models for division are discussed: counting, repeated subtraction, inverse of multiplication, sets, number line, balance beam, arrays, and cross product of sets. Expressing the remainder using various models is then presented, followed by comments on why all the models should be taught. (MNS)

A technique is illustrated for solving relative motion problems using a maneuvering board and vector algebra. The technique can be used to visually illustrate properties of vector algebra in a non-theoretical context. (MP)

Five calculator activities are described that are designed to explore ordered operations. Suggestions are given on mathematical objectives, strategies for solving, and possible extensions or follow-up activities. (MP)

The author feels teaching division of fractions is worthwhile because it will help students understand other algorithms. (MK)

This article reviews four ways to approach percent problems, discusses percents of increase or decrease, and makes some suggestions for improvement in the teaching of percent problems. (Author/MK)

Brainstorming is suggested as one approach to problem solving. Generating possibilities stimulates creative and independent thinking and can facilitate problem solving in many situations. (MP)

A way that allows students to discover a strategy for determining the area of rectangles, squares, parallelograms, triangles, and trapezoids is described. Students use grid paper and scissors to determine the number of square units that cover a specified space. (KR)