Advocates a change in educational emphasis in which humanism is seen not as an alternative but as a given. Suggests switching focus from measuring end-results to providing options which emphasize process and which reflect two themes, namely active learning from concrete experience and the symbolization of that experience through sensory means. (BR)

A concrete and a symbolic approach to learning multiplication in the second grade are studied. The results, indicating that children using the symbolic model performed at a higher level than those using a concrete model, are discussed. (DT)

A review of several studies on the role of concrete and symbolic models in facilitating the learning of mathematical ideas, and a discussion of their implications for instruction are presented. (DT)

An observational study investigated which teaching opportunities within a role play activity could be considered valuable for the improvement of mathematical thinking. Observations indicated many such opportunities, suggesting that if teachers manage to make use of such teaching opportunities, children can explicitly reflect on the relationship…

This bibliography with 1,273 entries is an updated supplement to the preliminary 1997 bibliography on informal adult learning. It is a useful resource guide for those interested in publications (e.g. academic papers, government reports, grassroots publications) aimed at furthering understanding of how learning and teaching takes place in different…