Offers a variety of specific techniques which will help the beginning teacher to implement reflective methodology and create an inquiry-centered classroom atmosphere, at the same time meeting the many more pressing demands of first-year teaching. (JES)

Technics for providing campuswide discussion of issues and problems through sensitivity training methods are suggested. (Editor)

Article explores need for improvement in teaching the process of diagnosis as cruicial to delivery of appropriate medical care. (IR)

A breakdown in procedural education is responsible for the present inability to conceptualize change in medical education. (Editor/IR)

At Billings, Montana Center for Physically Handicapped Children, both the teaching techniques employed and the design of the classrooms provide the optimum learning climate. (Author/JL)

Provides ideas and suggestions for helping students increase their problem-solving skills, including a four-step general problem-solving approach. Specific examples (considering qualitative problems and problem sequence) and comments on testing/grading are also provided. (JN)

Index cards, masking tape, pizza shells, golf tees, and empty soda bottles can be used to make manipulative objects to be used in children's mathematics games. Twenty-two games that provide practice in number drills and problem solving are described, along with instructions for making objects needed for the games. (PP)

Work centered on open-ended problem solving was developed. Activities for students aged 14 focused on measurement of length are described, with problems on pygmies and giants. (MNS)

Offers a six-step model for showing young children how to handle story problems. (FL)

Investigated the roles of successful task performance and achievement instructions on attitudes regarding the guided-design approach to instruction. Results revealed that students erroneously informed that they had done well on the task stated more positive attitudes. However, the achievement instructions did not have a statistically significant…

Good writing is seen as part of the problem-solving process and a device that can stimulate creative thought in students. Many ways of helping pupils use and refine writing skills in a mathematical context are discussed. It is felt teachers of mathematics need to see students' use of such skills. (MP)

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)