Conventional courses in geographical data analysis have major problems of student background, statistical validity, geographical relevance, and intellectual inertia. An alternative approach, based upon the methods of data analysis advocated by Tukey, is proposed. For journal availability, see SO 506 593. (Author)

Ways to use a calculator as an integral part of mathematics instruction in existing curricula are provided. Activities are proposed that will help children think about mathematics rather than merely push buttons. (MN)

Asserts that many economics courses teach students how to use analytical tools and solve problems, but few show them how to identify and set up problems for analysis. Describes a college economics seminar in Israel in which students help determine course content. (Author/DB)

Some reasons are given for the non-specialist student emerging from a statistics course having acquired a few techniques but no real statistical understanding. A cyclical problem-centered teaching approach is suggested, beginning with problems related to the students' own disciplines. (MN)

A rationale and educational plan for teaching statistical orientation (not statistics per se) by means of a series of practice questions is presented. Set in a context of practice, the questions do not seem to provoke the hostility among social work students that often typifies their reactions to traditional statistics courses. (Author/LBH)

Gives a detailed ESL (English as a second language) class-hour plan for using a BBC radio news program on vandalism as a social problem. Teaching goals, teaching materials and methodology are discussed. The working texts are appended; the news tests are available free from the author. (Text is in German.) (IFS/WGA)

Literature becomes a law-related activity when a teacher centers discussion of a literary selection around civic and moral responsibility. Relevant short stories, selections from the literature of war, classical works, and poems are suggested. Journal available from College of Education, University of Wyoming, Laramie, Wyoming 82071. (Author/DB)

Pedagogical issue related to the teaching of elementary school mathematics are discussed. The authors argue that mathematics instruction should focus on intellectual challenges and problem solving. Four examples at different elementary levels are presented. nSD)

Describes uses of analogies in the college or high school geography classroom. For example, logically stated analogies of locational relationships can be used as test items or starting points for lectures. Analogous relationships between cultures can serve as subjects for research papers. (AV)

This article presents a laboratory approach to teaching the scientific method. Students are given a problem that can be solved by testing their hypothesis in the laboratory. The exercise is designed to introduce scientific methods to junior high students. A sample student data form is included in the article. (MA)

In a physical education course children were given assignments alternating between athletic competition and individually solving problems on how they would use their bodies to accomplish assigned physical activities; it was found that they enjoyed problem solving at least as much, if not more than, competition. (JD)

Examined are the potential contributions of research on social reciprocity to the assessment and remediation of social withdrawal among educationally handicapped preschool children. (Author)

An overview of Jung's theory of psychological type, a problem-solving model, types of students in different college majors, predictions about teaching problem solving to students, practical applications of the theory to the teaching of problem solving, and strategies that develop skills in perception and judgment are presented. (MLW)

Suggestions for getting the message to parents about the need to help their children with mathematics are provided. Goals of mathematical activities at home and what activities parents should provide are described. (MNS)