This article offers advice on interpreting intelligence quotient (IQ) data and other results from intelligence tests. Myths regarding the practical applications and broader implications of IQ profiles are debunked. Several warnings are given regarding test use along with general statements of intelligence tests' strengths and weaknesses in…

Reports on research on parental teaching strategies with children aged three and four years. Findings support Dweck and Elliott's view that adults who are process oriented rather than product oriented act more as resources than as judges; focus children on learning rather than outcome; and respond to errors as natural and useful rather than as…

An example of how a traditional activity on motion and acceleration can be adapted to the learning-cycle format is described. The three challenge statements given to students to solve are provided. The key learning-cycle steps of exploration, expansion, and extension are discussed. (KR)

Student questioning within the Search, Solve, Create, and Share (SSCS) problem solving instructional model was investigated. The results suggest that the SSCS problem-solving instructional model increases student questioning in the presence of the teacher (n=22) when compared to a teacher-directed laboratory instructional model. The implications…

Another way to add and subtract, in which the mental regrouping strategy is applied to an original 10-structure, is presented. Pupils use a visual model, called "little person," to move from counting to visualization. Originally designed for use with pupils with learning disabilities, this method has wider applicability. (KR)

Describes the methodology for teaching cognitive self-direction (CSD) to preservice teachers, presenting an overview of the CSD model. The CSD curriculum model includes productive strategies such as modeling plus self-verbalization (goal-setting, guiding, and reinforcing behaviors). Benefits to preservice teacher education include improved lesson…

The possibility is raised of teaching reasoning strategies to students with learning disabilities using a curriculum designed around reasoning by analogy. The research base for such instruction is summarized. These principles of critical thinking are illustrated through examples including reading the newspaper, counseling situations, and content…

Presented are two teaching methods: an algorithm for determining area; and identifying cubic polynomials with three integral zeros, integral maximum and minimum points, and integral inflection points at the advanced placement calculus level. Examples for each are given. (CW)

Presented is the solution to a quadratic expression and a variety of comments regarding this situation and implications for problem-solving instruction. A strategy for approaching similar problem-solving situations is discussed. (CW)

Presented are example activities which are typical of the topic focus and methods of approach evident in the Algebraic Thinking in Children (ATIC) project. This project is aimed at assisting children to ultimately make sense of formal algebra when it is presented. (CW)

This study compared computer-assisted instruction and personal instruction with 4 children (ages 4-7) with autism. Although three subjects showed better motivation and fewer behavior problems in the computer-assisted condition, this did not affect their learning rate. (Author/DB)

Teachers using the self-regulated strategy development approach instruct students in task-specific strategies along with more general strategies for regulating the students' strategy use and the learning process. Examines the components, stages, and characteristics of such an approach, along with its effectiveness in helping students with learning…

Math teachers who spend most of their time lecturing at a chalkboard or assigning textbook problems are not reaching many students. To achieve math literacy goals, the National Council of Teachers of Mathematics encourages teachers to help students learn to value mathematics, gain confidence in their math abilities, and become good mathematical…

Describes approaches and benefits of having students make observations and inferences from tracking-pattern diagrams and actual tracks made in sandboxes. (PR)

Focuses on the effects of the application of two problem-solving techniques--metacognitive and heuristic--on the achievement of students in the computation of creative mathematics problems. Results indicate that there was a significant difference in the achievement of experimental and control groups. Contains 24 references. (Author/ASK)