This article discusses strategies for encouraging the gifted child's brain to make the most of learning opportunities. Strategies include offering programming enrichment classes, accelerated classes, and teachers trained in differentiating instruction. The importance of providing enrichment, challenges, and feedback are stressed and the game…

Advocates a constructivist approach to learning mathematics in which children are given ample time to think and reflect about numbers and exchange ideas with peers. Teachers should construct a classroom environment in which children invent methods to solve problems. Every child's thinking must be assessed in order to guide each to a higher level…

Uses Muybridge's sequence of photos of a moving cat to examine how one might picture changes in the cat's velocity. Classroom implications include building on personally enacted physical experience and recognizing uncertainty as fundamental. Concludes that carefully examined case examples are essential in teaching students to learn and reason…

Explores ways that colleges and universities can become learning communities in all of their dimensions. Discusses the five disciplines of the learning organization (personal mastery, mental models, shared vision, team learning, and systems thinking) and ways to adhere to these disciplines. Describes leadership roles and the importance of vision.…

Considers the relationship of teacher questioning to resultant student questions in a whole language, literature-based classroom. Finds that the teacher provided numerous opportunities for students to continually formulate questions, helping students to master the difficult art of asking questions at different levels of inquiry. (RS)

The construct validity of the Category Test (W. C. Halstead, 1947) was studied for 308 adults with heterogeneous cognitive dysfunction. Factor analysis indicated that Category subtests load on three factors distinct from intelligence: (1) symbol recognition/counting; (2) spatial position reasoning; (3) and proportional reasoning. Clinical…

Investigates students' abilities to draw inferences. Introduces cognitive conflict in the form of video clips of reasoning expressed by students. Documents change with regard to the levels of observed response for the protocol and the use of displayed variation in the graphs. Analyzes change associated with the presentation of cognitive conflict.…

Discusses several solutions--correct and incorrect--for a "Food for Thought" problem from the May 2000 issue. Emphasizes the importance of proportional reasoning. (KHR)

This article describes how one secondary writing teacher integrated two computer-assisted strategies into her writing curriculum to enable students to use writing as a means of thinking. Strategies involved providing feedback on other students' writing and on addressing issues of interest in online synchronous chats. Application with students who…

Three studies examined the age at which children start to use external symbols to aid their memory and how external symbol use affects both memory performance and information allocation strategies. Findings with children in grades 1, 3, 5, and 7 suggest that in mid-childhood, children begin to distribute information actively between internal and…

This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception with 135 students (n=135) in grades 4, 6, or 8, either with learning disabilities (LD), average achievers, or intellectually gifted. Students with LD differed significantly from average achievers in their use of…

Used a three-phase teaching procedure based on the development of metacognition to extend emphasis on inductive reasoning in primary education to Grades 3 and 4. Found that teachers could apply the programs as intended, but needed support to shift attention from reasoning product to reasoning process. Program learning effects indicated that better…

Presents an activity on polar bears that integrates language arts and science. Teaches the characteristics of organisms and how distinct environments support distinct organisms. Uses both mathematics and science skills and targets students at the K-4 grade level. (YDS)

Presents some ideas about how teachers can foster mathematical communication by encouraging students to find multiple solutions to problems. Discusses three problems that help develop communication ability in mathematics. Views communication of multiple solutions as an instructional strategy to help students make sense of mathematics. (KHR)

Describes an activity in which students observe a simple situation, explore conjectures, and generate conclusions from their exploration of the conjectures to develop the essential triangle-congruence theorems. Includes teacher's guide. (KHR)