The use of visual imagery, visualization, and guided and unguided fantasy has potential as a teaching tool for use with learning disabled children. Visualization utilized in a gamelike atmosphere can help the student learn new concepts, can positively effect social behaviors, and can help with emotional control. (SB)

Presents student exercises in visual notation (doodles, maps, sketches) and visual ideation sketching. A large portion of this article consists of a classroom poster explaining these two concepts. (SJL)

Outlines teaching methods that emphasize the use of the right hemisphere of the brain. Argues that most productive thinking requires both modes of thinking and that any good elementary science program should include activities designed to develop both modes. (Author/IRT)

Takes the concept of using a geometrical or visual approach to teach algebraic concepts and extends it to connect with the section on binomial expansion by using three dimensional objects. (ASK)

Suggests lessons based on categorizing and several learning modalities to expand students' vocabulary. (MKM)

Spelling tricks for 35 sight words that can be used by learning disabled or regular classroom students are given. They include replacing silent or confusing letters with pictures to aid visual recall; locating a smaller, more familiar word in the longer word; and rhyming certain letter groups to related words. (VW)

Presents a series of classroom exercises and activities that stimulate children's creativity through the use of visualization. Discusses procedures for guided imagery and offers some examples of "trips" to imaginary places. Proposes visualization as a warm-up exercise before art lessons. (DR)

Explains how insights on the nature of consciousness can be applied to the teaching of English. (JL)

Describes how elementary school teachers demonstrated for themselves and their students how using simple drawings and visualization can improve problem-solving ability. (ASK)

Investigates the mathematical practices used by a home designer and builder. Points out the existence not only of diverse forms of mathematics, or ethnomathematics, but also of diverse ways of doing mathematics. Argues that these idiosyncratic ways of mathematizing, whether pertaining to individuals or to entire cultural groups, should be…

Presents and discusses examples that can be used to develop the concept of slope as a rate of change through three modes of learning: (1) visualization, (2) verbalization, and (3) symbolization. (ASK)

Many students in public speaking classes have trouble finding topics and material that will support their ideas effectively. Too often students have a conceptual emphasis, substituting lengthy explanations about their ideas, in place of images, metaphors, and specific details of carefully observed events that make ideas vivid and meaningful. A…

Discusses the value of making students visually literate. Stresses the technique of visual rehearsal and offers suggestions for incorporating visual rehearsal activities into the classroom. (FL)

Provides opportunities for children to develop visual images of the number situations they are exploring in order to develop powerful number sense. Illustrates two visual teaching aids to help young children develop number images. (ASK)

A mnemonic device is any technique or system to improve or aid the memory by use of formulas. Memory aids enjoyed great popularity in ancient times, but with the advent of literacy, the need for memorization was lessened and mnemonics were not taught regularly. However, recent research in cognitive psychology suggests that mnemonics, taught and…