An approach to teaching geometry is promoted that allows students to decide for themselves what they could prove from given information. Such an approach allows pupil involvement in the personal process of discovering mathematical ideas and formulating problems. It is noted these methods will not work for all. (MP)

The subtraction ideas presented are designed for elementary and junior high school children, yet are felt to be flexible enough to offer some challenge for high school students, particularly in algebra. (MP)

Discusses the teaching of world hunger in the classroom. Controversial questions and map skills for students are discussed as well as activities for home economics and science classes. A list of resource materials is included. (AM)

Ways are identified in which typical textbook word problems can be used to better fulfill their role in the development of mathematical concepts and a sound instructional program of mathematical problem solving. (MP)

The role of environmental education in helping to understand and solve urban problems is examined. Local issue-centered curriculum and issue-based curriculum are cited as two possible strategies. Examples of each are given. (DC)

The need for improving the dialog between teacher and student is promoted as an important step towards improving the mathematics curriculum. (MP)

A decision story is a brief scenario describing a health problem which might be faced in real life. Such topics as venereal disease, drug use, and nutrition can be explored by use of the decision-making model. The phases involved in processing the decision story strategy are described. (JN)

A model of the inservice training of classroom teachers for mainstreaming handicapped children is presented. The materials used in the program provide information about handicapping conditions as well as curriculum and behavior management styles. (JN)

Addresses the need for a balance between skills- oriented and content-oriented approaches to teaching social studies. Suggests a program in which an updated skills sequence could be interposed over an identified scope of prime content. (Author/KC)

Observation data from 46 classrooms demonstrated the importance of context in understanding teacher behavior. Student-teacher interactions for explaining and giving directions occurred a statistically different number of times in self-paced and other-paced (group or interactive) settings. (Author/GDC)

Briefly reviews survey findings on writing achievement, discusses students' difficulties with writing, and suggests that teachers not only provide more opportunities for writing, but help students develop strategies for solving the problems that all writers confront: planning, drafting, revising, and editing. (SJL)

Describes an activity center where students work independently on problem-solving tasks. Participants keep records of their work and share ideas of activities with the class. Includes a list of tasks for the activity center. (MA)

Describes a systematic study of skills for solving problems in basic physics. Also discusses how detailed observations of individuals were used to formulate models for problem-solving processes in mechanics and applications for teaching basic college physics or engineering courses. (HM)

Three ideas are presented: (1) using a detective story format in problem-solving activities; (2) the mathematics of modern trademarks which express a variety of mathematical ideas; and (3) an approach to the proof of the mean-value theorem that examines the problem geometrically. (MP)

A major undergraduate problem-solving exercise is described concerning a problem of foreign policy formation. The teaching strategy is outlined and important issues in the process are identified and discussed. Guidelines for improving the strategy and an outline plan for introductory sequences prior to the exercise are included. (Author/MLW)