Discussed are the vital properties that an operator must have to be called a derivative and how derivatives work. Presented is an extension of the derivative that uses least squares to find the line of best fit. (KR)

Described is a way to illustrate cyclic and dihedral groups through symmetry using corporate logos and hubcaps. Examples of the different kinds of symmetry groups are explained in terms of Leonardo's Theorem. (KR)

Presented is a way of extending the list of rotation groups to include all finite subgroups of symmetries of the sphere, up to conjugation in its full group. Included is Klein's method for enumeration of the finite subgroups. (KR)

Described is an approach to teaching algebra in a meaningful context by using problem solving to motivate students and increase their retention. Examples of this approach are given. (CW)

Discusses ways in which metaphors and metaphorical language can be used with student teachers as heuristic devices to increase reflection and encourage reconceptualizing of problem situations. Two examples are given: metaphor used as an instructional method and metaphors reflecting student teachers' concepts of teacher roles. (JD)

Characteristics of students with communication apprehension are described, and four teaching strategies are discussed: teaching the functions of silence, developing alternative means for obtaining students' responses, setting routines for students to indicate their participation, and developing collaborations and communities of learning among…

This article discusses substitute teaching in urban and suburban schools, discipline problems encountered by substitute teachers, and creative solutions devised by some of these teachers for the academic and behavior problems they face. (IAH)

Discussed are recognizing learning disabilities, the classification of learning disabilities, and testing instructional strategies in a geological sciences context. Suggestions for coping with the challenge of teaching these students are provided. Sources of assistance are listed. (CW)

Four experiments evaluated flash card use for teaching number facts to elementary-school students with learning difficulties. Effective treatments involved: re-presenting a missed problem after the next item; using error-contingent reprimands; seating the tutor and student knee-to-knee, rather than with a desk between them; and a combination of…

Interest in mathematics can often be generated by seemingly nonmathematical items. A card trick from a course in recreational mathematics for middle school students is described. It involves several important mathematical activities: problem-solving analysis, making a conjecture and testing it, discovering, and verbalizing. (MNS)

Explains the effects of examination fear and anxiety on student performance. Cites ways instructors can intervene to help alleviate the problem and better promote learning. (RT)

Describes experiences, or "lab puzzles," which will help students develop problem-solving skills in a laboratory setting. Outlines procedures for developing techniques, setting boundaries, and finding the number of molecules of water in Lake Erie. (RT)

Discussed is an application of number theory to cryptology that can be used with secondary school students. Background on the topics is given first, followed by an explanation for use of the topic. (MNS)

College instructors can design discussion classes so that students use the concepts and processes of the discipline to evaluate facts and move toward reliable conclusions. Described are: discussion as a cycle of inquiry; creating tension around ideas; seeking causal relationships; scanning the factual base, etc. (MLW)

Discusses two approaches to preparing students to deal with science-related social issues. Describes the investigative skill approach that allows students to critically examine important issues. Offers information concerning the case study approach that involves a teacher directed investigation. Notes that the investigative skills approach is more…