Defines discrete mathematics as the mathematics necessary to effect reasoned decision making in finite situations and explains how its use supports the current view of mathematics education. Discrete mathematics can be used by curriculum developers to improve the curriculum for students of all ages and abilities. (SLD)

Examines three complete basal reading programs to determine how frequently logically necessary relationships are expressed in the text and whether direct instruction in making logically necessary inferences accompanies such expressions in basals. Finds that, although basals offer a natural context in which logical understanding may be constructed,…

Describes the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) national reform project aimed at studying and fostering the development and implementation of enhanced mathematics instructional programs. It is a framework for reflection based on mathematical tasks used during classroom instruction and the ways in…

Discusses the process and the usefulness of translating empirical logic puzzles into mathematical problems which may be more easily solved, then translating the answer back into the context of the original problem. Presents nine logic puzzles devised by Lewis Carroll, with answers. (AIM)

Presents a model of what it means to understand mathematics followed by examples of exercises designed to develop understanding in specific ways. Presumes that understanding is more likely to develop if it is the direct focus of exercises. (AIM)

Discusses how to design a thematic children's literature unit with trade books. Highlights include theme versus topic; benefits of thematic units, including analyzing, synthesizing, and evaluating; opportunities for higher level thinking; sequencing the titles; determining key discussion questions; and culminating the unit. (LRW)

It is argued that students who appear to ignore common sense and real-world knowledge in their approach to mathematics word problems in school are often behaving sensibly given the situation. The improvement of mathematics word problems for teaching will require changes in teacher beliefs and the use of modelling as an activity of organizing. (SLD)

Explores the relationship between learners' actions, visualizations, and the means by which these are articulated. Describes a microworld called Mathsticks which is designed to help students construct mathematical meanings by forging links between the visual and symbolic representations they develop and their actions. Presents a case study of two…

Describes a critical thinking course in which students perform ongoing critical analyses of themselves. Argues that developmental students lack internalized knowledge. Discusses four questions that students answer throughout the course: "Who are you?""How did you get that way?""What do you want to become?" and "Who are you now?" (AJL)

Describes using information charts with eighth-grade language arts students. Discusses using this strategy to help students organize their research, develop critical-thinking skills, use their prior knowledge, and increase metacognitive awareness. (SR)

Investigated the ability to deceive in participants with autism, mental retardation (MR), and normal development. Results indicated that participants with autism and those with MR did not differ in their ability to use a deceptive method, but participants with autism were significantly less able to understand that they manipulated the beliefs of…

Provides an annotated bibliography of current ERIC literature on critical thinking in community colleges. Presents seven citations related to assessing and improving critical thinking skills and incorporating critical thinking into the curriculum. (AJL)

Three experiments examined strategies for solving suppositional deductions to compare control structures proposed by rule theory and model theory. Puzzles were based on assertors who may be truth-tellers and their assertions about their truth-telling status. Reasoners made backward and forward inferences, found generating suppositions difficult,…

Compared children's concept of illness with that of adults. Results suggested that both causes and symptoms of affected adults' categorization of illness, with neither type of feature being definitive. Children's ascriptions of illness generally matched adults' but were highly correlated with judgments of illness. Children also viewed illness as a…

Five experiments investigated whether children, ages three to eight, think of pretending as a mental state. Results indicated that most children under six see pretending as primarily physical. Eight-year-olds claimed that execution of pretense did not involve the mind, although the planning aspect of pretense did. (MOK)