Reported are the results of a study which investigated the influence of certain variables within the method of individually guided discovery in mathematics. The independent variables considered were the concepts of ordered partitions and permutations, the level of consolidation or practice after discovery, and the teachers. Also considered were…

Reported are the suggestions indicated by research studies to seven questions concerning what is known about the teaching and learning of mathematics. (1) What factors influence the learner's achievement? Answer: Age, intelligence, and the amount of structuring present in the materials. (2) Are there guides for motivation? Answer: Games, concrete…

The examination by students of the associative property of a binary operation is used to illustrate how students can be involved in mathematical discovery. (MP)

Encourages English teachers to provide surprises in their teaching and to permit students to have the joy of discovery. (DD)

Questions which stimulate discovery learning are asked concerning polygons and curves drawn on an integral lattice. (DT)

Suggests that excellent writing results when writers achieve oneness with their subject, and that students can achieve this oneness only when allowed freedom to discover their own subjects. (ARH)

The author presents ideas for allowing LD students to discover ways to improve their problem-solving skills. Activities touch upon the influence of the environment, the need for patience and planning, factors in sequencing and organization, and the importance of thoroughness and revision. (CL)

Teachers of an integrated elementary classroom used cookie-sharing time as a learning experience for students. Responsible for dividing varying amounts of cookies daily, the students learned to translate their experiences to graphs of differing sophistication and analyses. Further interpretation and application were done by individual students…

This article presents a description of the teaching methods of Hawa Kamara who teaches sixth-grade science on a beach in Africa. His methods stress the elements of discovery and student questions. (JA)

A teacher discusses how her students become much more active as opposed to passive in an open classroom situation. (GB)

Some evidence points in an encouraging way toward the advisability of letting students learn spelling for themselves. That evidence is reported here in studies that examine such matters as personality, self-concept, ego involvement, feedback, and discovery learning. (Author/CB)

Defines and describes discovery as activity of the learner. Traces historical antecedents of present views, lists advantages and disadvantages claimed for discovery learning, points out weaknesses in existing research and suggests areas needing clarification. (EB)