Author argues that the most important thing you can teach students is what they know already. With Socrates, he believes that maieutic, "midwifery," has an essential place in good teaching. (Editor/RK)

Considered how to make children responsible to themselves and their social environment. (RK)

Article presented a number of questions designed to diagnose methods for assisting underachievers to help themselves to learn effectively. (RK)

Twenty-five retarded and 25 nonretarded children, mean age 16 and 9 years respectively, matched for mental age, performed two-bit (four-choice) and three-bit (eight-choice) problem solving tasks to determine whether group performance differences would increase with task complexity and whether performance of the retarded children would be poorer.…

The derivation of a method to drive the general term of a sequence is presented. The difference sequences and binomial coefficents are used in the derivation. An application of this method is made to solve Polya's problems concerned with dividing space in regions by a given number of planes. (JP)

Examples of mathematical problems which arise outside the classroom situation are presented. The author suggests that the conceiving and solving of such problems by students would be a good way to provide the students with applications of the mathematics they learn. (JP)

Illustrated is the mathematical analysis of a three-dimensional game using techniques from the calculus of finite differences. This game is an analog of the familiar two-dimensional game, Dots and Squares. (JP)

A mathematical model of a soccer-league competition results is set up and investigated using simple randomization techniques. The hypothesis that winning the league championship was purely luck was statistically tested. (JP)

Paper differentiates managerial performance from management capacity and management style. Methods of structured communication and problem-solving are proposed, in the context of an overall educational working structure, arising out of systematic principles, and oriented towards individualized, integrated and broadly based learning. (Author)

Criticizes the DPPC Method (Direct, Pure, Piecemeal, and Complete) of mathematics instruction which is designed to enable the lower ninety percent to become proficient in problem solving. Suggests that this method is deceptive since students learn to follow a prescribed recipe rather than becoming problem solvers. (JR)