Special issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; extracts from the writings of P. Guberina. (VM)

Revised version of a paper presented at the Annual TESOL Convention (Teachers of English to Speakers of Other Languages) in New Orleans, Louisiana, on March 5, 1971. (DS)

The author recommends nonrestrictive questioning as one technique of provoking thought. (Author/JB)

The educational adage "Teach each child from where he is calls for a greater understanding than now exists of the nonstandard English speaking child's language and cognitive style. Appears in "The Florida FL Reporter special anthology issue "Linguistic-Cultural Differences and American Education. (AMM)

Children may perform computational operations readily when dealing with physical materials, but may have difficulty dealing with representational stimuli (pictures of objects) or symbolic stimuli. Describes and illustrates the function of mediators in moving from physical to representational or symbolic stimuli. (PR)

Examines the instructional process from the perspective of a cognitive psychologist concerned with professional higher education. (Editor)

Elementary school students (N=226) in grades 1-6 were interviewed to determine competency with measurement tasks. Data indicate that fundamentals of measurement (although taught) were not understood or retained by a sizable proportion of these students. Classroom activities are suggested to remedy the situation. (Author/JN)

Research on understanding mathematics is discussed in relation to teaching. Examples from research are used to illustrate features of the teaching design: diagnosis and the relevance of context, feedback, intensity of experience and mastery criteria. (MNS)

Points out the possible problems that can arise when people are "certain" about something. Suggests that readers need the power of uncertainty, which will allow them to consider new hypotheses, change conceptions, and use knowledge as a framework for constructing meaning, not merely to confirm ideas they already have. (FL)

Two successful procedures for evaluating problem-solving performance in the classroom are shared. Five goals for teaching problem-solving are noted, followed by a discussion of evaluating a child's performance through joint use of: (1) analyzing written work; and (2) observing and questioning students. (MP)