This newsletter for the Engineering Concepts Curriculum Project includes the educational objectives in the affective domain for the course. The major categories for these sixteen objectives are: (1) Interaction of science, technology and society; (2) Matching technology to people, society and the environment; and (3) Use of technological concepts.…

An advanced General Education Program has been designed to prepare an individual with the information concepts, and general knowledge required to successfully pass the American Council on Education's High School General Education Development (GED) Test. The Advanced General Education Program provides comprehensive self-instruction in each of the…

Research on error patterns associated with whole number computation is reviewed. Details of the results of some of the individual studies cited are given in the appendices. In Appendix A, 33 addition errors, 27 subtraction errors, 41 multiplication errors, and 41 division errors are identified, and the frequency of these errors made by 352…

Twenty research reports related to mathematics education are abstracted and analyzed. Four of the reports deal with aspects of learning theory, ten with topics in mathematics instruction (problem solving, number concepts, number operations, and logic), two with teacher education, two with textbook development, one with testing, and one with goals…

Number conservation skills were investigated in 10 8-to 16-year-old mentally retarded children (IQ 29-65). (CL)

In a series of projects centered in different areas of Africa, mathematicians from England and the United States joined African educators in developing and testing a mathematics curriculum designed to teach the basic concepts which are important and useful in all countries. (SD)

A program in which Spanish-speaking high school students were taught basic number skills is described. The program was individualized, and used a variety of activities and materials. (SD)

Describes student difficulties with understanding quantitative concepts as presented in selected third grade social studies textbooks. Test results of student accuracy in understanding of quantitative concepts are presented and discussed, and teaching methods for quantitative reinforcement are provided. (Author/DB)

The article presents a revised model for individualized mathematics programing for the learning disabled adolescent. (PHR)

Teacher-developed materials are described, with six activity cards and a discussion of the objectives of the full set of materials. (MP)

A classroom exercise which encourages experimentation including formulation and testing of conjectures about number relationships involving factors and multiples is illustrated. (MN)

The perceptual transformation approach was found to be more effective in facilitating the acquisition of conservation subskills than the numerical operational approach. Neither approach was effective in facilitating the acquisition of conservation of number by nonconserving 4- and 5-year old children of lower socioeconomic status. (MN)

The observations of a fifth-grade student concerning number patterns are recorded and discussed. (SD)

Students examined patterns emerging when numbers placed at vertices in a braided pattern were summed. (SD)

Brief descriptions of serious learning disorders which apply to mathematics are given. (DT)