Several skills important to successful learning by discovery were found to be less essential to successful learning by rule. Results also supported the hypothesis that the outcome of discovery is the structural integration of previously known concepts, while the outcome of rule learning is the addition of new structure. (Authors)

Discussed are possible lessons for teaching prime numbers, composite numbers, factoring, and fractions. (CT)

Discussed are several possible methods of teaching a geometry lesson on angles and arcs. (CT)

Ten- and 12-year-old students received instruction that demonstrated the terms and relationships of conditional syllogisms. Both discovery and rule instruction increased average performance on written syllogistic reasoning tests; discovery instruction was generally more effective than rule instruction. (Author/LC)

Uses experiences with remedial readers to urge that reading must have a purpose--one purpose ultimately linked to the need for beauty, humor, and order. (MM)

The process of investigating some of the properties of diagonals and other geometric concepts with a group of 11-year-old girls is presented. Possible changes that could have been made in the lesson are discussed, and examples of individual student work are provided. (MP)

Typical difficulties involved in solving combinatorial problems are examined and seven common pitfalls are discussed. (MP)

Considers how elementary school classroom teachers can employ exploration methods (gathering, evaluation, and synthesis of data related to a specific topic) to help students develop readiness for intellectually complex problem solving. (Author/DB)

The purpose of the article is to expand on one kind of conceptual conflict, contradiction, to illustrate how it might be used in a junior high school educational context. Presents an example relating to concepts of evolutionary development and explains how teachers can expand on examples presented. (DB)

The inquiry approach to learning is based on three phases. The exploratory phase encourages students to investigate a particular topic; the invention phase asks students to consider what they have learned; the final phase assists students in discovering the inadequacies of their inventions. (JN)