A journal called the Ladies' Diary published from 1704 to 1841, presented mathematical problems, and solutions to the problems. The purposes of the journal are compared to those of Scientific American today. (SD)

Reviews Piaget's theory of cognitive development and discusses how science concepts can be taught to secondary school students at different cognitive levels. (MLH)

The logic of an educational subject does not necessarily follow the logic of science. The natural order of a science curriculum need not be the best pedagogical order. The same course content can be realized via several isomorphous structures of equal value and consistent with the existing logic of science. (SM)

College-educated adults (44 aged 18-22, 20 aged 30-49, and 20 aged 61-79) and adults with no college education (15 aged 62-68) were given the task of making deductive inferences in prose passages. There were no differences among college-educated adults, but the oldest college-educated group performed significantly better than those with no…

Comparison of elementary grade students with (N=42) or without (N=42) learning disabilities (LD) on their logical-mathematical structures of thought found that, though both groups generated grouping relationships, children with LD tendered to generate solutions showing less coordinated structures of thought. For both groups, scores on the…

Discusses examples of children's invented equal-sharing strategies that lay a foundation for reasoning about equivalence by connecting ideas from multiplication, division, and fractions. (KHR)

Time taken to count stimuli was compared among three groups each composed of 22 elementary-aged children (with autism, with moderate learning difficulties, and normally developing). Results suggest that children with autism showed a tendency toward an analytic level of processing. While groups differed on measures of counting speeds, children…

A study of inconsistent person-response patterns in the test with 1,000 students from each of 2 test administrations found a high incidence of atypical response patterns. The findings are seen as having serious implications for the admissions procedure, since atypical response patterns invalidate the standard scores reported for those students.…

Maintains that good thinking skills do not just happen; but rather they must be taught and practiced. Provides a lesson on creative problem solving in which students identify a problem, find facts, develop ideas, and create solutions. Discusses the application of the lesson to other areas of the social studies curriculum. (RW)

Devised is a test involving chemical examples to establish to what extent college chemistry students recognized and assessed the explanatory content of statements presented in the form of justifications. Several results are discussed. Several test items are included. (Author/YP)

Discusses the application of induction using a two-player game with sticks. Describes a winning strategy for the game with n sticks; number of moves to complete the game; and changing the rules of the game. (YP)

Discusses the implementation of the National Council of Teachers of Mathematics standards, especially problem solving, into the elementary mathematics curriculum. Presents three examples: measurement and seriation at the primary level; place value for intermediate level; and spatial reasoning and logical thinking at the intermediate level. (YP)

Determined is the logical reasoning necessary to construct line graphs including a straight line with a positive or negative slope and an exponentially increasing curve. The responses of subjects (grades 6-12) were classified into one of nine categories fitting with Piagetian operational structures. (Author/YP)

Described is a third-grade science unit using feathers. Children use the feathers to learn about measurement, observation, and inference. Procedures and results are discussed. (CW)

Offers suggestions for teachers to increase their awareness of effective thinking in the classroom. Gives a list of types of questions that can stimulate critical thinking in students. Urges examination of teaching strategies and curriculum to determine if they elicit thought. (LS)