The organization and rationale for elective mini-unit courses as a supplement to the traditional junior high mathematics program is described; a list of possible topics is included. (DT)

The development of problem-solving skills is well-suited to the cooperative small-group environment. Interaction among children stimulates thinking and insight. How groups function is illustrated and discussed. (MNS)

Cooperative learning situations are described in which children work in small groups toward a mutual goal. When such groups should be used are included, with classroom examples. (MNS)

Details of the breaking down of a large mathematics class for prospective elementary teachers into ten small groups are given, covering objectives, planning, organization of the class, evaluation of student progress, and assessment of the group-learning experiment. (DT)

Four activities are discussed, each of which have students working cooperatively in teams. The topics involved are estimating and counting, addition in a strategy situation, the concept of variable, and problem solving. Complete directions for the teacher are given. (LS)

Characteristics of mathematically gifted students are described, followed by sections on acceleration and enrichment, classroom organization and strategies, and teacher qualities. (MNS)

A seventh-grade teacher allows each student and his or her parents to decide whether he or she will participate in large-group instruction or in an individualized program. The techniques used in carrying out this dual approach are described. (SD)

A study on the use of individualization using programmed materials with individuals or cooperative learning teams is briefly described, with the findings noted. (MNS)

The Television Programming Challenge was designed for junior high school students to show applications of mathematics in the real world. Eight-member groups were paired to attend seminars on different skill areas, and then worked together to report on a television schedule. (MNS)

A week-long build-a-city project is described which lets students become familiar with the history of the five Platonic solids (tetrahedron, octahedron, hexahedron, isosahedron, dodecahedron) and then use these solids to create a city using posterboard and construction paper. (MNS)

A plan that incorporates diagnostic teaching, unit planning, and flexible grouping is described. It takes into account individual differences, the mathematics curriculum, and time available. Planning for the year, grouping, management, evaluation, and students' awareness are discussed. (MNS)