This study tested the hypotheses that, following training in concept learning strategies, subjects would tend to follow the strategy taught and would perform better than untrained subjects. A sample of 60 graduate students was randomly assigned to three groups. The experimental task, administered via a computer teletype terminal, required subjects…

TO DEVELOP A BETTER MATHEMATICAL BASIS FOR FACTOR ANALYSIS, A MATHEMATICAL APPROACH WAS FORMULATED FOR FIXING COMMUNALITIES AND THEIR COMPLEMENTS, UNIQUENESSES, AS WELL. WHILE THE INVESTIGATOR WAS UNABLE TO PROVE THAT MINIMUM-TRACE CRITERIA FIX COMMUNALITIES UNIQUELY, A SET OF IDENTITIES AND INEQUALITIES WAS LOCATED AMONG THE COMMUNALITIES AND,…

THE SUCCESS OF DISCOVERY MATHEMATICS TEACHING IN THE ELEMENTARY SCHOOL WAS TESTED OVER A 1-YEAR PERIOD. THE PROJECT WAS INTENDED TO SEE IF A TRAINED MATHEMATICIAN WORKING AT AN ELEMENTARY SCHOOL WITH DISADVANTAGED CHILDREN COULD (1) MOTIVATE THE CHILDREN TO BE INTERESTED IN SCHOOL WORK BY INTERESTING THEM IN MATHEMATICS AND (2) COMMUNICATE WITH…

Argues that conventional dynamic modeling techniques divert attention from the importance of model structure and discusses various methods of system representation that are suitable for the analysis and improvement of model structure. (Available from IPC (America) Inc., 205 East 42 Street, New York, NY 10017; $46.80 annually.) (Author/JG)

Parents should stop teaching preschoolers to say "one, two, three, four" and challenge them to see and think groups. School administrators, teachers, teachers of teachers, and textbook writers should pitch that number line in the trash and allow students to learn how to learn by thinking groups. (Author/JC)

A broad definition of numeracy is suggested that involves the use of mathematical knowledge. (MP)

Discusses some problems of reading expression, i.e., translating written symbols and words into easily verbalized sentences, and provides some guides and activities that may be used to avoid or remediate them. (Author/RK)

Using a sample of 59 children aged between 5 and 11 years, it was found that contrary to Piaget's predictions they could logically connect two discrete perceptual experiences as demanded by proportional type tasks. Bryant's thesis suggests that the difficulty children found in making proportional judgments was one of analyzing these perceptual…

Describes why a traditional arithmetic curriculum is no longer appropriate. Also presents the rationale behind some of the newer methods of mathematics instruction in the elementary schools. (BD)

The author points out two errors in mathematics: the mistreatment of identities and the belief in randomness. He calls for the development of a core of people dedicated to the detection and correction of such errors found in mathematics and logic. (MN)

The author argues for a more enthusiastic use of mapping diagrams by demonstrating how effective they are in teaching some concepts in calculus. (MN)

This study examined developmental changes in skill and speed of detection of variation in matrix patterns for 93 kindergartners, 30 fifth-grade students, 30 high school sophomores, 32 nonartists and 30 professional artists. (Author/JMB)

Discusses a strategy for teaching degrees of freedom (in conjunction with sampling theory). The strategy, used successfully with students who have completed no more than beginning secondary school algebra, involves drawing items from a pool of five in a hat while explaining sample means and variances. (DH)

Three degrees of cognitive processing were tapped by four problem types when 60 children between four and eight years were administered a set of geometry tasks differing in complexity. Analysis revealed that the tasks differed in difficulty, task success was related to age, and a hierarchical sequence existed among the skills. (SKC)

Discussed is research on children's understanding of zero and infinity and teaching suggestions for improving understanding. (RH)