Presented is a study which focused on using turtle graphics programing for geometric problem solving. The goal was to investigate changes in children's mathematical knowledge and results indicate that the LOGO environment enriched children's geometric conceptualizations and sophistication of their geometric thinking. (KR)

Examined is the relationship between junior high school students' directional reasoning about rates and numerical reasoning on proportion-related word problems. The relationship between the ability to solve context-free fraction exercises and the ability to solve mathematically similar word problems is discussed. (KR)

Described are the general problem-solving strategies and their nature and functions. The importance of integrating different types of general problem-solving strategies with content-specific teaching in mathematics classes is discussed. (KR)

Described is an activity where base-10 blocks are used to develop students' skills in reading, writing, and visualizing large numbers. An activity sheet that helps students with decimal points is included. (KR)

Discussed is the teaching method called the learning cycle and how it can be incorporated into science activities. Included are examples of how teachers and students can use the learning cycle to produce instructional materials. (KR)

Examined is the situation in which pupils invent mathematics on their own and teachers' reactions to this situation. The assimilation of students' original ideas into correct mathematical concepts is discussed. (CW)

Replicated and extended previous research on the relationship between oral and written communication by administering referential and explanatory communication tasks in both speech and writing to elementary school children. An independent measure of social cognitive ability was administered. (47 references) (Author/OD)

Kindergartners who had been taught to classify serials and conserve numbers through learning set procedures were retested one year later and compared with control children. Significant cognitive gains initially resulting from special intervention increased. (Author/BB)

Proposes an approach to school laboratory experiences which leads to gradual acquisition of inquiry skills based on the idea of advance organizers. Presents a design which is context familiar and can serve as an introduction to scientific inquiry. Discusses student achievement, and teacher and student attitudes. (CW)

Describes an exercise that addresses a number of developmental issues in a family and parenting class. The exercise requires students to write a semiautobiographical personal letter. Reports that students responded favorably to this exercise, suggesting a number of beneficial outcomes. Recommendations for instructors are provided. (KO)

Described are the use of two different tests designed to test for selected inquiry skills. Procedures, tests used, and results in several different countries are presented. Implications for classroom instruction are discussed. (CW)

At 3 years of age, children who had received food supplementation were an average of 2.6 cm and 642 grams larger than controls. Home visiting and supplementation combined reduced the number of children with severe growth retardation. Participants were 280 infants and their families from poor neighborhoods in Bogota, Colombia. (RH)

The study examined whether the development of receptive language lags behind nonverbal cognitive development in school age persons with mental retardation. Results indicated that the relationship between receptive language and mental age varied across mental age levels, linguistic forms, and individuals at the same mental age for listeners with…

The order in which wh-questions are acquired in the production and comprehension of two Korean one-year-olds is analyzed and compared. Consistencies in acquisition order are to be based on universals of cognitive development, while discrepancies in acquisition order were attributed to differences in interactive styles across caregivers and…

This study examines whether the concepts held by teachers are communicated to students during instruction and if students' concepts of reading reflect their teachers' concepts of reading. Implications for teacher education are discussed. (IAH)