The effects of actions taken to ensure that students properly manage their study time are examined. Two treatments were designed and followed over a two-month period in 1978. Results indicated that grading homework, administering quizzes, and keeping track of attendance do not increase achievement or improve attitudes toward mathematics. (MP)

Incorporating problem solving as an integral part of mathematics programs in the classroom is discussed. The teacher's focus is seen as stretching pupil thinking. (MP)

A model of memory developed by information processing psychologists is described, illustrating how such a model could be used to guide science education research on learning and problem solving. (Author/SK)

A general model of teacher-student interaction is expanded specifically to mathematics. Mathematics appears to lead to idiosyncratic forms of language and communication in the classroom. (MP)

An approach to teaching apparently isolated topics in mathematics in a way that can bring them together and unify them into a single whole is described. In this scheme, students pass into higher levels of instruction using tools from earlier levels of abstraction. (MP)

The author claims that before systematic and deliberate learning can take place there must be a systematic theory of instruction. (KC)

Discusses the need for a sustained and systematic effort toward establishing a theoretical framework for educational simulations, proposes the adaptation of models borrowed from the natural and applied sciences, and describes three simulations based on such a model adapted using Brunerian learning theory. Sixteen references are listed. (LLS)

Typical classroom conversation of teachers and pupils during examples of mathematics instruction are analyzed. The importance of references as essential parts of speech acts in conversation is emphasized. (MP)

The possible effects and importance of student ability in language use and mathematical reasoning are reviewed. Data from the National University of Lesotho on incoming science students indicated that the relationships between language proficiency and mathematics achievement are quite complex. (MP)

Refutes six common misconceptions about Piaget's theories, including their educational implications; Piaget's position on heredity v environment; and the relationships between developmental stages, age, and brain growth spurts. Condensed from "Impact on Instructional Improvement", Winter 1981, p7-11. (SJL)

Items from mathematics tests developed for Concepts in Secondary School Mathematics and Science (CSMS) program are examined for general dimensions to explain differences and similarities in facility within and across tests. (MP)

The insufficiency of the standard psychological concepts of instrumental and relational understanding to interpret learning in an educational context is indicated. (MP)

Addresses the difficulties in assessing the receptive capacity and learning style of a child and matching it to the instructional aspects of schooling. Describes a teacher sensitization course that has been developed to make such matching possible. (WD)

Identifies several teaching techniques that help children develop an awareness of the communicative nature of reading and writing. Cites learning theories to support the techniques. (FL)

Examines three misconceptions teachers and parents make about children and learning to spell: (1) learning to spell is based primarily on a child's knowledge of phonics, (2) learning to spell is a memorization process, and (3) children should not write if they cannot spell words correctly. (HTH)