Division of fractions and division of decimals, both troublesome, are discussed in relation to helping students learn well and retain what they have learned. A strong conceptual base, mastery of related concepts and skills, and meaningful development are stressed. (MNS)

The effects of a teaching program in probability devised for students in grades five to seven were analyzed. Most of the notions were too difficult for fifth graders; 60-70 percent of the sixth graders and 80-90 percent of the seventh graders were able to understand and use correctly most of the concepts. (MNS)

Archimedes' shoemaker's knife problem is interesting in its own right and also allows the demonstration of heuristic teaching ideas and a different method of doing a routine construction. The focus in the article is on the thought processes involved and questions asked when attempting proofs with the problem. (MNS)

The effects of verbal mnemonics on mathematics achievement were investigated using 100 Japanese seventh graders. All students received 10 weeks of mathematics instruction, but the experimental subjects were taught with the aid of verbal rhymes. Significant differences favoring experimental subjects were found on both the immediate and delayed…

Argues that the current trend toward abandoning teacher education comes at an inopportune time, since recent research creates opportunities for meaningful reform. Discusses findings concerning instructional and classroom management techniques and their effects on student achievement, the classroom applications of such findings, and consequent…

Reseach on use of questioning in classroom teaching reveals that recitation is a poor method, but teachers use it anyway because it is effective in teaching curriculum that is largely textbook based. Teacher educators may be advised to help teachers learn to use recitation well. (MD)

Three major views of intelligence are compared and evaluated: the psychometric, the Piagetian, and the information-processing. The educational implications of each view for training content knowledge and intellectual skills are considered. How each view would approach training students in solving verbal analogies is discussed. (Author/BS)

An investigation of effects of information processing models on instruction showed that strategy and metacognitive instruction is infrequent in teacher-child interactions; a behavioral paradigm captures most teacher-child interactions; what teachers say and do is discrepant; and content of teacher-child verbal behavior varies minimally between…

Argues that teachers can help students become better comprehenders by helping them learn to know when they understand what they are reading and what to do when they do not. (FL)

Describes an instructional method in which teachers verbalize their thoughts while reading orally, modeling their thinking about the text, and students practice the technique to enhance their comprehension. (AEA)

Discusses the interrelationship of the language arts, and how both oral and written language help the learning process. Describes a classroom in which students' activities center around talking, and how the teacher participated as a researcher in ethnographic studies out of which came the motivation for this instructional approach. (HTH)

Examines materials in the ERIC system offering teaching ideas and activities designed to promote critical and creative thinking and reading. Discusses the role of teacher questioning techniques and writing to structure thoughts. (HTH)

Describes a continuous sequence of development of arithmetical and ratio reasoning capacity which very few students now attain in introductory science courses. Sequence progresses from verbal interpretation of ratio of two numbers, to arithmetical reasoning involving division, coupling arithmetical reasoning to graphical representation, and to…

Notes that while gifted students have characteristics that suggest superior reading ability, not all of them become capable readers. Proposes a teaching program that is different in content, method, and pacing to help these children reach their potential. (FL)

Discusses four ways in which subtraction is more difficult than addition: (1) verbal solutions do not always parallel object solutions; (2) methods may interfere with each other; (3) special problems exist with subtraction on the number line; and (4) subtraction has multiple situational interpretations. (MNS)