The classroom teacher, regardless of the teaching area, can utilize debate as a device to help the student achieve objectives such as critical thinking, problem solving, the enhancing of self-concept and the art of communicating. (Author/CB)

Instructional techniques and examples of some of the mathematics problems used in a remedial college mathematics course for disadvantaged students are described. (DT)

Article describes a math game for developing problem-solving skills and strategies in the classroom math lab. (Author/MM)

Discusses a few of the approaches in applying general semantics to the teaching of creativity. (Author)

Before judging a student's diagram correct or incorrect, the mental associations made by the student between his diagram and the problem should be known. This is a follow-up to the author's article in the November 1970, Arithmetic Teacher." (RS)

Use of programmed text creates a new course design that increases student motivation and extends the dimensions of the course. (IR)

Discussed are generalizations and problem solving, unsound uses of generalizations, generalization as data, and student discovery of generalizations. (CT)