Specific programs, representing a variety of philosophical and curricular approaches, that have promise for various groups of slow learners are described by their directors. (LS)

A working definition of programed instruction is given, historical background is sketched, and present state of evolution is described. How these forces combine to enhance mathematics instruction is considered and some criteria for the selection and use of programed instruction are suggested. (LS)

Models are discussed both as concrete representations of mental constructs and as various manipulative devices. Illustrations of effective model use, suggestions for acquiring models, and lists of models for specific concepts are included. (LS)

Eight sample lesson plans for slow learners'' are used to illustrate a variety of approaches, objectives, topics, grade levals, and purposes. (LS)

Contract teaching is a method in which the student studies a particular course, independent of formal day-to-day instruction, by contracting to do a particular piece of work in the course of a semester. (Author/MB)

Discussed are some of the people who are most important to the professional success of a mathematics teacher. Included in this group are students, parents, other teachers, guidance counselors and administrators, and people in professional organizations. (CT)

Advantages to both college and secondary school teachers resulting from formal and informal contacts are described by reference to th results of a questionnaire eliciting examples of such cooperation. (AL)

Describes four experiments conducted in Brazil which used programed instructional materials and compared three instructional approaches--independent study, student-directed study, and the Keller method. Subjects were high school students and adult learners seeking high school equivalency certificates. (JJD)

Tested students (N=337) in eighth, and again in eleventh grade. Used discriminant analyses to predict how many years of college preparatory math they would elect. The Confidence in Learning Mathematics Scale emerged as a powerful discriminator. Spatial visualization skill was a more important discriminator for females than males. (JAC)

Experiences with complex numbers and graphical representations of them are discussed, with a program for a microcomputer. (MNS)

Provides data on science teacher supply and demand, indicating a shortage of teacher candidates preparing to enter the area of secondary school science. Data indicate that recruitment (particularly in the physical sciences) is down and the average number of science teachers is increasing. Data for mathematics teachers are also provided. (JN)

High school students in a college-level course in abstract algebra and number theory were given a mathematical research unit to work on cooperatively. The objectives, problem selection, classroom procedures, and teacher's role are described, followed by a detailed presentation of the work of students on one unit. (MNS)

A set of three worksheets is provided, along with a guide for the teacher. Using manipulative materials, students investigate the difference between the consecutive sums of the numbers along the three sides of a triangle. (MNS)

On six mathematical subtests studied, males scored higher plus took significantly more algebra, geometry, advanced mathematics, and physics coursework. Females earned higher overall mathematics grades. After statistically controlling for the amount of coursework taken, sex differences disappeared on two quantitative tests and on spatial ability.…