Begins with the assumption that by practicing something one often learns something else. A discussion is presented on the historical and social development of knowledge, the cognitive development of students, the role of teachers, and the meaning of learning situations. (PK)

The clinical interview can be a useful individualized assessment and remedial tool for students with difficulties in arithmetic. To use it effectively, the examiner must establish rapport with the student, discover his metacognitive strategies, and determine the student's optimum ability level. (JDD)

Mandler's theory of emotion is suggested as a framework for investigating affective issues in problem solving. Several dimensions of the emotional states of problem solvers are specified. Implications of this framework for research on affective issues in problem solving are also discussed. (PK)

Sets forth the history of the Fibonacci Sequence and details its occurrence in nature and its potential for project work in schools. Ideas and activities include the rabbit problem, investigations of the sequence itself, its relationship to plants, music, snail shells, and the golden section. Computer generation of spirals is also discussed. (PK)

Takes issue with those who advocate the use of calculators in mathematics education. Rebutts four specific ideas relative to the use of calculators in school mathematics and argues that calculators may not be appropriate in teaching mathematics. (PK)

Describes three pieces of practical work (hands-on activities) which have been successful in Scottish secondary schools. Activities involve geotiles, working with percentages, and activities for higher mathematics. (PK)

Describes an optional course in "computational physics" offered at the University of Birmingham. Includes an introduction to numerical methods and presents exercises involving fast-Fourier transforms, non-linear least-squares, Monte Carlo methods, and the three-body problem. Recommends adding laboratory work into the course in the…

The shortage of well-trained science and mathematics teachers, better textbooks, curricula, and instructional theories are discussed. Beginning in 1985, the National Science Foundation focused on projects that will strengthen science and mathematics education for students at the middle/junior high school and elementary levels. (MLW)

Practice on computation is provided using new and novel situations, with discovery of number patterns a bonus of the computation. Activities with disguised addition and multiplication tables for whole numbers and integers are presented for varying levels. (MNS)

Ten papers focus on applications in specific curriculum areas, modelling and simulation, and computer managed learning. Projects described include voice support for the visually handicapped, distance education, and industrial training, as well as teaching applied mathematics, several facets of engineering, zoology, and, with videodisc, observation…

Two approaches to math instruction were compared in the fifth grade of the Jordan (Utah) School District. For middle- to lower-socioeconomic-status (SES) pupils, the Goal-Based Educational Management System Proficiency Mathematics approach was substantially more cost-effective. For high-SES pupils, a more traditional text-oriented approach was…

In a four-year longitudinal study of computer-assisted instruction, mathematics, reading, and language arts courseware developed by Computer Curriculum Corporation was evaluated in four elementary schools. Each curriculum raised students' scores on standardized and curriculum-specific tests. Program costs, participant attitudes, and implications…

Discussed are Chinese research studies and experiments dealing with the following topics: programed instruction; teaching methods in mathematics; teaching reading using the concentrated character recognition method; the three-in-one method for teaching arithmetic; the ease of learning to read Chinese characters; and the teaching of languages. (RM)

Data from 136 junior high school classes were analyzed to investigate how student behavior, student achievement, and teacher behavior all related to student ability levels in class composition. Both higher ability students and lower ability students achieved better in higher ability classes. Class composition had more impact on lower ability…

ACT Information Brief 2004-1 showed that retention and cumulative first-year college GPA are related to ACT Composite scores. Overall achievement, as measured by cumulative first-year college GPA, is strongly related to high school preparation, as measured by ACT Composite score, for students who return for a second year of college. This brief…