Basic education in the Middle East and North Africa (MENA) seems to be characterized by lecture methods of instruction, a lack of interdisciplinary approaches and a disconnection with local community problems. During 2008, a "My Community, Our Earth" (MyCOE) workshop was organized in the MENA region and involved teachers of geography,…

Describes two experiments that investigate how "buggy algorithms" in multi-digit subtraction are used. The first experiment tested third grade students (N=110) and repeated the test two years later. The second experiment tested students in grades 3-6 (N=301). Contains 21 references. (DDR)

The Unified Science and Mathematics for Elementary Schools (USMES) Program was designed to teach students complex problem-solving skills. This paper reports the effects of USMES on basic skills, explains the effects, comments on difficulties in data collection, and recommends data-gathering that should complement or replace standard basic skills…

Suggestions for assisting learning disabled (LD) students in decision making are given for determining what information is needed, the correct operation for solving a given problem, and whether an answer is reasonable. (MP)

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)

A motivational game providing practice in computing and problem solving is described. (JT)

This investigation: (a) assesses developmental differences in children's estimation skills through normative data on performance on a variety of problems; (b) assesses validity of a proposed estimation model on the basis of children's performance; and (c) suggests modifications of the model as a guide to further research. (MP)

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)

Schools need more incentives to begin to produce more "thoughtfulness." As it is now they respond by "getting by" because they are only held accountable for minimal levels of achievement. Policymakers need to develop a different system of acccountability. (MD)

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)

Children between the ages of 10 and 13 were asked to write stories to accompany five computational problems. Stories were scored for suitability and it was found that students were most successful on subtraction and least successful on multiplication stories. Scores on this test correlated with mathematics achievement scores. (SD)

This book helps teachers examine how children learn mathematics, develop a positive attitude toward and an interest in mathematics, teach mathematics with problem solving as the primary focus, understand the elements of a comprehensive mathematics curriculum, and establish a classroom environment that supports children's learning of mathematics.…

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)