Presents a way of using counterintuitive mathematics problems to help keep students actively involved in mathematics education. (KHR)

Teaching comprehension skills requires teaching to intuition with activities such as presenting puzzling situations to introduce a topic, using art to elicit latent feelings, using imagery and improvisations to enhance visualization, and using music and dance to encourage nonverbal expressions. (DB)

Explores different types of Bingo games in which students can work on mental arithmetic, solve equations, and recognize geometric shapes. (KHR)

Describes a classroom activity featuring a simple stay-switch probability game. Contends that the exercise helps students see the importance of empirically validating beliefs. Includes full instructions for conducting and discussing the exercise. (CFR)

Presents a technique for introducing analysis of variance (ANOVA) at the concrete level of operational thought, enabling students in introductory statistics courses to understand the complex correlations and interactions between variables. Helps students develop an intuitive understanding of the concepts of between- and within-groups variance and…

Asserts that the sudden insights that characterize intuitive thinking are as important in effectuating learning as analytical thinking. Claims that intuitive thinking enables students to comprehend complex relationships better, to put things into better perspective, to generate new ideas, and to perceive more ways to integrate facts, concepts, and…

Attempts to provide an intuitive understanding of steady state kinetics. Discusses the meaning of steady state and uses free energy profiles to illustrate and follow complex kinetic and thermodynamic relationships. Provides examples with explanations. (MVL)

Offers calculus students and teachers the opportunity to motivate and discover the first Fundamental Theorem of Calculus (FTC) in an experimental, experiential, inductive, intuitive, vernacular-based manner. Starting from the observation that a distance traveled at a constant speed corresponds to the area inside a rectangle, the FTC is discovered,…

The learning difficulties that students experience with fractions begin immediately when they are shown fraction symbols with one numeral written above the other and told that the "top number" is called the numerator and the "bottom number" is called the denominator. This introduction to fractions will usually include a few visual diagrams to help…

Presents 13 examples in which the intuitive approach to solve the problem is often misleading. Presents analysis of these problems for five different sources of misleading intuitive generators: lack of analysis, unbalanced perception, improper analogy, improper generalization, and misuse of symmetry. (MDH)

One of three related documents produced in response to a need for direct instruction in thinking skills at the secondary level, this teaching guide for Book One and Book Two of "Thinking Through Language" is intended for junior or senior high school English teachers. The guide contains an introduction and summaries of Book One and Book Two,…