Reports a case study exploring how 2 16-year olds were enabled to capitalize on the potential of errors to stimulate and support mathematical inquiry. Discusses variations within the strategy of using errors to enhance mathematics instruction. Appendix includes list of instructional episodes and error activities. (Contains 56 references.) (MKR)

Reports on conceptual understanding and solution strategies for percent problems of (n=31) students representing 2 ability levels from grades 5, 7, 9, and 11. Strategies evolved from intuitive to formal and increased in diversity with increasing age. Appendix includes concept and computation interview questions. (Contains 15 references.) (MKR)

Studied relationships between intended, implemented, and tested curricula of (n=84) classes of eighth-grade mathematics students based on data from the Second International Mathematics Study (SIMS). Analysis indicated the SIMS test for eighth graders was not representative of curriculum defined by students' texts. (Contains 22 references.)…

Examines how one teacher's way of knowing mathematics was reflected in language used in teaching concepts of rate to one student. The teacher's conceptualizations of rate were encapsulated in the language of numbers and operations which undermined his effort to help the student understand rates conceptually. (Contains 27 references.) (Author/MKR)

Examines the impact of using the Macintosh-based knowledge organization tool, SemNet, with prospective elementary and middle school teachers enrolled in an upper division biology course. (ZWH)

Addresses the problem of the effectiveness of teaching methodologies on fundamental engineering courses such as transport phenomena. Recommends the colloquial approach, an active learning strategy, to increase student involvement in the learning process. (ZWH)

Describes a project that explores the use of interactive computer software for teaching Einstein's special theory of relativity to secondary students. Also describes ways to use computers to help students visualize and experiment with otherwise inaccessible phenomena. (ZWH)

Investigates HyperCard as a tool for assessment in science education and determines whether or not a HyperCard assessment instrument could differentiate between expert and novice student performance on balancing stoichiometric equations in science education. (ZWH)

Reports on efforts to redesign medical geography courses taught to undergraduate and graduate students. Describes the author's participation in a curriculum development seminar that focused on current research on women and other underrepresented groups. (CFR)

Maintains that student reading often is seen as a major component of university study, yet the amount actually undertaken frequently falls short of teacher expectations. Describes the use of course readers, or teacher-compiled reading packets, in geography courses and provides a set of recommendations regarding the approach. (CFR)

Outlines the advantages and disadvantages of using a single textbook in a college-level economic geography course. Argues that, if a course text is used thoughtfully, the advantages can outweigh the disadvantages. Asserts that students must take greater responsibility for their own learning and develop independent inquiry skills. (CFR)

Contends that a challenge of teaching humanistic geography is to encourage students' responses to landscapes in ways that may be different from their previous experience. Argues that conventional practices may not be appropriate instructional procedure in humanistic geography and describes an alternative approach. (CFR)

Contends that geographers in North America, Australia, continental Europe, and developing nations generally teach larger classes than do British geographers. Asserts that British higher education is being transformed from an elite system to a mass educational system. Presents suggestions for teaching large classes. (CFR)

Reports on a study of the use of musical scores and rating scales by 80 pianists who listened to 21 trials of solo piano music. Found that the use of musical scores and rating scales did not improve interrater reliability. Discovered that the subjects were less consistent when evaluating slow musical pieces than faster pieces. (CFR)

Reports on a study of 811 African American high school students to determine what proportion identified music teachers as role models. Finds that 36% of the subjects identified a music teacher as a role model. Suggests that the findings highlight the need to recruit more minority teachers into music education. (CFR)