The goal is to make some suggestions that may be useful to teachers in meeting the mathematics needs of the noncollege-bound student. It is felt teachers can motivate pupils with problems that are relevant and practical. Further, teachers need to approach mathematics from a realistic point of view. (MP)

A method developed at Tufts University School of Dental Medicine for teaching modification of cavity design to large numbers of preclinical students in operative dentistry is reported. It standardizes the learning process for this complex problem-solving skill. (MLW)

Allowing students to use a polystyrene cutter to fashion their own three-dimensional models is suggested as a means of allowing individuals to experience problems and develop ideas related to solid geometry. A list of ideas that can lead to mathematical discovery is provided. (MP)

The roles and uses of symbols in mathematical thinking are discussed. The thinking process is further subdivided into specialization, generalization, and reasoning. (MP)

Advocates elementary math instruction that uses realistic problems or examples and that teaches children to think. Suggests methods for accomplishing these objectives, including the use of mathematical games. (SJL)

Student needs are often overlooked in textbooks and packaged health curricula in which topics have been assigned by curriculum developers rather than by students. The Nominal Group Technique is a group exercise which can be used to clarify health problems by actively involving students. (JN)

Histories of alcohol use and of alcohol education indicate that the teaching of responsible drinking for those who choose to drink is a more relevant model of alcohol education. (JN)

Students were encouraged to explore the concept of one million. A short pretest revealed many pupils could not easily comprehend a million. Research and practical investigations began to find "a million things." All students were reported to come through these experiences with a much better understanding. (MP)

Presents a set of writing assignments and class activities for helping students to define their own writing problems, set their own goals, and evaluate their own progress. (RL)

Stresses the virtues of one technique and the limitations of another technique for focusing on a writing topic. (RL)

Three questions dealing with hypothesis testing are presented. Activities that can be best worked with calculators as tools are detailed and suggestions for extensions of these problems are given. (MP)

The use of the computer in problem solving situations is profiled. Sample lessons for beginning, intermediate, and advanced students are presented along with possible programs for a variety of computers using BASIC. (MP)

Ideas are presented for using candy M & M's as materials to teach mathematics. Six different activities are reviewed. (MP)

A lesson for secondary mathematics pupils on prime numbers designed to capture student interest is presented. The emphasis is on developing lessons that act as motivating forces in the classroom. (MP)

Summarizes results of studies indicating that play training led to significant increases in young children's problem-solving ability, use of language, creative thinking ability, verbal ability, and conservation. (Author/MP)