Assuming he has basic work recognition skills, any child can read any book with some degree of comprehension if the teacher conveys a positive attitude and students learn to read with purpose. (Author/RB)

Speci&3 issue devoted to the second conference on structuro-global-audio-visual methodology, at Mons, Belgium, 1971; text of talks which formed the basis of discussion during the conference. (VM)

Replicates Gray's 1919 study concerning the uses of reading made by high school teachers in the preparation of study assignments and compares the results of the two studies. (MB)

A study examined the effects of recency of teacher training (in the implementation of set induction techniques) and class size on high school student achievement and on short-term and long-term retention. Results are reported and presented in tabular form. (CJ)

Children need more than activities to help them see that the relationship expressed in a formula is true. Giving them the underlying principles will contribute to better comprehension, retention, and transfer. (MNS)

This critique focuses on Gagne's attempt to apply information-processing theory to mathematics education, noting that this distorts what it means to learn mathematics. This is discussed with specific illustrations. (MNS)

Issues covered stem from concerns that research in mathematics education may not always be used to maximum advantage, or engaged in things that would help teachers. Details of work done at Chelsea College, University of London are provided. Teaching is criticized as a profession which does not listen to customers. (Author/MP)

Students' misconceptions in mathematics and how teaching may be directed to diagnose and eliminate these misconceptions are discussed. Four main types of misconceptions during problem-solving are noted. It is also noted that the basic mathematical processes of generalizing, representing, and explaining are used in selected student self-help…

Two studies dealing with length conservation and measurement indicate that caution needs to be used when one looks at and makes claims about children's cognitive ability and development with regard to conservation. (MP)