Described is science education's role in the back to the basics movement. Science education is described as providing opportunities for the development of (1) logical structures, (2) the understanding of the scientific processes, and (3) the development of creative problem solving techniques. (Author/DS)

Graphs and charts are discussed in terms of levels of applications and skills necessary for effective use. Five activities, most appropriate for upper-elementary or junior high students, are suggested. (MK)

Three definitions of "back-to-the-basics" are given and discussed. The idea that science provides opportunities to practice the most "skill-thinking" is also discussed. (MK)

The process skills discussed include: observation; estimation; communication; mensuration; and graph construction and interpretation. Two activities for grade 6 and beyond are suggested. (MK)

The focus is on suggestions, with examples, for teaching estimation skills. Estimating can be a very enjoyable as well as a very useful part of mathematics, helping to improve attitudes of pupils toward the subject by providing success. Estimation is shown not to be synonymous with mental arithmetic. (MP)

Sources for everyday problems are suggested and examples from newspapers are given. Also included are a sample role-playing situation and six other suggested activities. (MK)

The goal is to make some suggestions that may be useful to teachers in meeting the mathematics needs of the noncollege-bound student. It is felt teachers can motivate pupils with problems that are relevant and practical. Further, teachers need to approach mathematics from a realistic point of view. (MP)

A list of five broad skill areas common to science and mathematics is presented and discussed. Also considered are the learning and teaching of basic skills. (MK)