Six classes received problem-centered mathematics instruction for two years in second and third grade. Results indicate that students in these classes scored significantly higher than students in traditional classes on standardized measures of computational proficiency and conceptual understanding. (TO)

Recent contributions from theory, research, and practice in second-language instruction are discussed in relation to mathematics education. Three methods of teaching and learning second languages are described--"Delayed Oral Production," the "Silent Way," and the "Counseling Learning/Community Language Learning." (KR)

Discussed are preservice elementary teachers' misconceptions and inconsistent beliefs about multiplication and division with decimals. Sources of inconsistencies and recommendations for overcoming inconsistencies are included. (KR)

Examines the role of metaphors in teaching science. Suggests that when such expressions are used correctly, they can greatly enhance learning. Argues that metaphors also enable students to create new and interesting formations of thought. (CW)

Reports on a study of 120 (60 boys, 60 girls) middle school students in Bophuthatswana on the relation of academic achievement to self-concept and locus of control. Finds that measures of extraversion, neuroticism, and psychoticism are related negatively to school achievement. (CFR)

This study highlights two groups of students enrolled in a college mathematics of finance course using same textbook and instructor. Experimental group used menu-driven symbolic calculators, whereas control group used standard scientific calculators. Significant increases in favor of experimental group were found both with respect to students'…

Relates research findings on the way primary-grade students communicate mathematical ideas through the use of symbols to a framework for students to investigate the part-whole relationship of quantity. Discusses children's problem-solving abilities, linking word problems and symbols, the importance of context for understanding symbols, and the…

Five principles of learning for young children with handicaps (functioning below a developmental age of one year) are presented, with descriptions of strategies that can be used to facilitate ascendance to higher levels of cognitive-social-communicative functioning. The principles include frequent adult-child interactions, meaningful context for…

An Assimilative Base Model is presented and related to the improvement of instruction in writing for learning-disabled and other children. The model, based on Piagetian theory, involves three interchange processes: automatic skill development; puzzlement leading to reorganization of relationships; and strategy development leading to enrichment of…

Identifies metaphor as a powerful tool when utilized to facilitate concept formation pertaining to global ecological systems and universal concerns. Provides an illustration of how an instructional metaphor, spaceship earth, can be used in the classroom to help students create new meanings for abstract and complex ideas. (MCO)

Presents teaching methods to rectify the tendency of students and even teachers to divide the smaller number into the larger in problem situations requiring division, while recognizing the impossibility of the answer in the situation. (MDH)

Provides illustrations, questions, and vocabulary to enable students to develop visual thinking skills through the study of architecture and its concepts. Seeks to help students gain a critical appreciation of the built environment and learn to use architecural terms and basic design principles to discuss architecture as a visual art form. (KM)

This article reports on implementation of the Early Literacy Project with primary level students with mild disabilities. Special attention is given to one preconventional writer whose performance was advanced by involving him in literacy activities in advance of competence, using meaningful text representations to scaffold performance, and…

Examines educational film and video as an affective or cognitive learning tool. Suggestions are given on how to select a film for a particular lesson; how to prepare students for viewing; how to structure a lesson including the language arts; and how students can be led to improved visual literacy though analysis of form and structure. (Author/KRN)

Examines how one teacher's way of knowing mathematics was reflected in language used in teaching concepts of rate to one student. The teacher's conceptualizations of rate were encapsulated in the language of numbers and operations which undermined his effort to help the student understand rates conceptually. (Contains 27 references.) (Author/MKR)