Elaborates on cognitive/academic language proficiency and basic interpersonal communicative skills. Discusses assumptions regarding bilingual program exit and entry fallacies and implications for U.S. bilingual education. Argues that failure to adequately conceptualize the construes of language proficiency and its cross-language dimensions causes…

Significant because of deliberate attempts to manipulate the use of two languages in the instructional process, the role of language in the bilingual classroom has been studied from four main points of veiw, each of which is examined in terms of implications for bilingual education. (SB)

A study showing that lexically equivalent words in two languages have different affective meanings, that affective intensity of dominant language words is greater than for second language equivalents, and that the difference is greatest for words with high affective meaning demonstrates that affective meaning is an important component of…

Once bilingual students have reached an elementary level of reading competence in their second language; a step-by-step procedure can be followed to improve their reading skills through exercises and techniques which develop reading speed, vocabulary, and comprehension. (SB)

Some ways to link calculus instruction with the mathematical models used in physics courses are presented. The activity of modelling is presented as a major tool in synchronizing physics and mathematics instruction in undergraduate engineering programs. (MP)

An alternative approach to changing negative attitudes towards mathematics is described. The approach concentrates on increasing the confidence level of the student relative to basic skills in mathematics. The results of an experimental class using this approach are reviewed. (MP)

The movement to modernize mathematics education is critically examined in the area of instruction of geometry. The author concludes that the elimination of deductive geometry should be reconsidered by mathematics teachers. (MP)

Methods for teaching traditional college mathematics materials in the areas of analysis, vector algebra, etc., are reviewed. Examples of interesting and novel construction problems, logical decisions, generalizations with calculators, and other topics used in an experiment at a technical college in Budapest, Hungary are presented. (MP)

Problems related to representing mathematical concepts with computer models are discussed. The pros and cons of computer assisted instruction (CAI) in aiding students is discussed in relation to a pilot study at the University of Edinburg, Scotland. (MP)

Details of a course on mathematical modeling for graduate teachers of mathematics are presented. The rationale, objectives, course content, assessment methods are discussed along with several illustrative examples and difficulties encountered in finding appropriate problems. (MP)

The cognitive method, an algorithmic method for transforming verbal word problems into equations, equation systems, inequalities, etc., is presented and discussed. The psychological and mathematical aspects of the cognitive method are also reviewed. (MP)

A systematic study of the mathematical competence of all first-year engineering undergraduates at Plymouth Polytechnic, England is described. Results of a remedial mathematics program geared towards individualized instruction are presented. (MP)

A method of study which is inefficient but used by large numbers of students taking courses in mathematics is described. The wide relevance of the problem, for subjects other than mathematics, is also examined. (MP)

The theory of unary and binary operations are discussed and illustrated with examples from school mathematics. Presentations of selected inverse operations are made and attention is drawn to certain "typical" problems that occur during instruction and learning of these concepts. (MP)

The author shows how the teaching of mathematics may be adapted so that it is "humanized." It is asserted that the standard mathematics program "...appeals to the intellect, but attaches no value to other human qualities such as emotions and ethical character." (MP)