Describes the British primary school approach to mathematics learning. (MM)

The rules, equipment, and procedures for a game to teach clock reading are described. (DT)

Directions are given for activities that introduce students to determining the total surface area of rectangular prisms. A worksheet with 18 problems, plus a puzzle problem, is included. (DT)

Worksheets on constructing the circumcenter, the centroid, the orthocenter, the incenter, and the Nine-Point Circle in a triangle are provided for duplication. (DT)

A workshop concerned with Dienes' six stages in the process of abstraction and generalization is described. One of the logic games used with children in one of the demonstration lessons is explained in detail. (DT)

A sixth grade class explores the way of life in colonial America during a week at a field campus''; quotes from students' journals are included. (SP)

Two teaching aids, on space flight and on natural selection and evolution of beaks in birds, are described. A simulated space instrument plaen was made and a space launch and other functions carried out. A simple experiment with match sticks was used to teach natural selection. (PS)

The author criticizes an experiment of Moody, Abell and Bausell (EJ 038 323) on the grounds of inappropriate instruction and invalid tests. (MM)

Discusses methods of instruction which give students an opportunity to learn by doing. (SB)

The classroom became a working economics laboratory for third graders at Humboldt School in Canyon City, Oregon, beginning with their duties as classroom helpers. By giving the tasks the importance of real-life jobs, the youngsters soon discovered individual likes, dislikes, and capabilities which affected their attitudes toward work. (Author)

Two enrichment activities for elementary school mathematics are presented--one dealing with operation drill and one with the Pythagorean Theorem. (JG)

Discusses the necessity to account for the nature of experience as an approach to curriculum. The author suggests that when curriculum theory is conceived as a nonnormative discipline (concerned with creating educational environments that enhance the quality of experience), the narrow limits of behavioristic education are left behind. (JF)

Discusses the theoretical foundation for experiential learning, provides an overview of cooperative education and experiential models, and identifies some professional resources for developing or expanding experience-based learning opportunities. (Available from W. C. Publications Inc., P.O. Box 1578, Montclair, NJ 07042.) (NJ)