Presented are geometric interpretations of the Riemann-Stieltjes integral and a few associated theorems (without proofs). Such graphical explanations can aid some students in understanding real analysis. (MNS)

Presents several activities for helping kindergarten and first grade students develop an understanding of the main idea concept. (MM)

This article presents an interactive model for teaching content area concepts to secondary students with reading/learning disabilities. It offers procedures for activating student background knowledge and for assisting students in developing the relationships among concepts that are critical for concept evaluation, synthesis, and application.…

The study examined the social relations of 23 third-grade children with learning disabilities (LD) and 154 without LD. LD children were less accepted but not more rejected by peers than nonLD children. Significant group differences in friendship concepts and levels of reasoning about friendship and conflict resolution were also found. (Author/DB)

Experiments with 23 kindergarten and 24 third-grade students show that children can use conceptual understanding to accurately evaluate strategies that they not only do not yet use but that are more conceptually advanced than strategies they use. Results demonstrate commonalities in functioning of constraints in privileged and nonprivileged…

Discusses Vygotsky's theories about concept formation, his distinctions between everyday and theoretical concepts, and how empirical generalizations can lead to misconceptions. Examines the implications of these theories for mathematics instruction and its relationship to the current mathematics reform. (34 references) (MDH)

This article explored the way people and connectionist models could apply knowledge of the structure of one domain to another. The process of the Simple Recurrent Network in modelling these data illustrates how abstract knowledge of artificial grammars can be understood in terms of statistical structure. (nine references) (CK)

Examined whether children differentiate or confuse the domains of folk biology and folk psychology. Children and adult subjects were asked whether the animals depicted in pictures possessed certain biological and psychological properties. Results indicated that by kindergarten, notions of folk psychology and folk biology are sufficiently…

Presents a teacher's guide and reproducible student worksheets to develop the procedure for finding the inverse of a function. (MKR)

Summarizes recent ERIC documents in early childhood education and related areas. Topics include the integrated character education model, conflicts and prospects of character education in multicultural education, and the role of the schools in character education. (ET)

This case study of a low-achieving first grader learning to subtract two-digit quantities with several different pedagogical objects demonstrates the complexities of the conceptual shift from the tens part of a number to the ones part. An appendix contains interview transcripts. Contains 52 references. (Author/MKR)

Many have embraced the concept, science as a way of thinking, but how many have a clear sense of what it means for all students to think scientifically? Results from this study suggest that the answer may lie in connecting the process of science to thinking processes that figure into ordinary people's lives. (ZWH)

Presents student survey results (n=708) of misconceptions held regarding the atmosphere. Results indicated a basic lack of understanding concerning atmospheric processes and phenomena. Although misconceptions generally decreased with increasing education, some seemed to be firmly rooted. (PR)

Presents ideas, techniques, and examples to illustrate how to focus on the behavior of solutions of differential equations, including: assigning meaning to a differential equation, performing computer experiments, playing roulette with a pendulum, analyzing the pictures, and addressing the theory. (MKR)

Applies methods of formal concept analysis to an analysis of objectives in the domain of educational mathematics, including sequences and hierarchies of topics within the syllabi, establishing plans for single lessons, analysis of students' mistakes in calculating, and the development of students' mathematical concepts. (33 references) (Author/MKR)