In this paper, we report on the impact of four activities and two interviews on the organization of an introductory statistics course attended by future mathematics teachers at the University of Sao Paulo, Brazil. The activities were designed to enhance students' learning and collaborative knowledge construction, based on Vygotsky's…

Examines patterns in college students' text markings using texts from three content areas: history, political science, and sociology. Indicates little differential marking between various text-types. Concludes that students seem to have little idea how to mark text efficiently. (MG)

A basic concept in reading content in the social studies is for pupils to experience adequate background information. A pupil cannot read and understand new subject matter unless prerequisites have been met. For early primary grade pupils, the Big Book concept may be used, wherein the teacher discusses the illustration in the book pertaining to…

An earlier study found virtually no relationship between college students' reported studying practices and various tests of reading comprehension, so a second study investigated whether different results would be obtained with an instrument based on study strategies college students actually reported using. Scores on this instrument were to be…

Reports findings of a survey, asking 1000 secondary social studies teachers to rate 36 specialist-designed reading practices. Shows teachers value and employ these techniques: (1) provide suitable materials; (2) offer instruction and guidance; (3) develop readiness through prereading; (4) encourage recitation, discussion, and comparative reading.…