This activity involved constructing parallelograms on the sides of an arbitrary triangle and discovering a relationship between the areas of the parallelograms. (MP)

The purpose of this paper is to open lines of thinking about discovery learning not tried before. This effort is a strident attempt to establish new insights and outlooks that will improve the language, theory, and practices connected with this teaching method. (Author/MK)

Describes physiological, affective, and cognitive mechanisms by which didactic and discovery methods appear to work, as revealed by research literature. The optimal instructional method depends on the instructional objective, the educator's skills, and the nature of the students. Suggests more use of discovery methods. (69 references) (Author/MKR)

Describes three major difficulties plaguing most discovery-learning teaching systems and presents a theoretical operational approach for offsetting these difficulties. (SL)

The objective were to explore some of the ways in which the calculator can be used and to determine the effects. Areas covered are: computation, mathematics readiness, problem solving, and discovery learning. (MP)

Forty seventh-grade students, grouped by ability and instructed by intermediate or maximal guidance with or without concrete aids, were given post and retention tests. Low-ability students using aids achieved higher than those taught without aids. Intermediate-guidance groups had higher mean transfer scores when using aids, with no differences…

Examples of activities involving geometric construction are suggested for discovery-oriented instruction. (SD)

Numerous mathematical examples are presented which illustrate and raise questions about students' tendencies to overgeneralize. (BB)

The mathematics laboratory is described as being not just the use of concrete teaching aids but involving a new philosophy of how children learn and the teacher's role in the facilitation of learning. (CP)

A comparison is made between a learning situation held in an outdoor environment as opposed to one in the indoor classroom. Differences in achievement, critical thinking and preference for the environment were sought. The methodology used, the hypotheses tested and tabulated data are presented. (EB)

It is viewed understandable that many teachers consider fractions one of the most difficult mathematical topics to teach. School experiences need careful planning to include sequential activities which develop accurate concepts, and concepts are thought best developed by activities which move along the concrete-to-abstract continuum. (MP)