Criticizes the DPPC Method (Direct, Pure, Piecemeal, and Complete) of mathematics instruction which is designed to enable the lower ninety percent to become proficient in problem solving. Suggests that this method is deceptive since students learn to follow a prescribed recipe rather than becoming problem solvers. (JR)

Describes an attempt to promote both mathematical and nonmathematical problem solving. Suggests that the goals for the average mathematics course need revision, in practice, or additional courses introduced, which will develop thinking ability as a primary objective. (EB)

Provided is a list of the needs of gifted and talented children. Delineates the concomitant relationship with science instruction and the stages in the model that are instrumental in meeting these needs. (RT)