The transfer between problems having related structures was investigated. The results indicated that transfer occurred for both algebraic and puzzle problems, and significant transfer resulted when the generalization was solved first. (MP)

The use of games in retraining skills with basic multiplication facts was studied in elementary grades. The games were effective in retraining skills. Pretesting had no effect. (MP)

Specially designed materials were used for teaching trigonometric ratios to 131 ninth- and tenth-grade students, one group using calculators and one not. Results on achievement were mixed. (MP)

The Piagetian area scores of 168 students in first, second, and third grades were used to predict mathematics achievement for each of four succeeding years. Conservation and measurement scores were highly predictive. (MP)

Problem-solving processes used by concrete- and formal-operational eighth-grade pupils were investigated through interviews. Formal-operational pupils used a larger variety of processes. Also, a larger variety of processes were used on more complex problems. (MP)

Results suggest that the number of pictures and artistic motion cues used to depict an event have a significant effect on first-grade children's perception of mathematical relationships. (MP)

Evidence suggesting that children can discriminate between enjoyment and value in their attitudes toward arithmetic is reported in relation to other research. Replication with more extensive scales and measures is urged. (MP)

Compares the relative difficulty of four types of word problems. Other variables considered are grade level, sex, order of testing, and performance on a computational skills test. (MK)

The interaction of a verbal aptitude measure with two types of questions following a prose selection on logical implications is explored. (MK)

The relationship between the cognitive style variable of field dependence/independence and instructional treatments was investigated using high or low guidance in a unit on networks taught to 97 prospective elementary teachers. (MK)

The study investigated differences in skill achievement with multiplication basic facts when a modified game required determination of two basic facts each time a game piece was played, while the standard game required the determination of only one basic fact. The data indicated no differences between treatments. (MK)

The article includes a general discussion of individual differences and a report of a study conducted as a part of the Frankfurt Project. The study indicated that, in primary school, reflective pupils seem to be better achievers in mathematics than impulsive students. (MK)

The study concluded that ninth-grade Fundamentals of Mathematics students can achieve at a higher level when using hand-held calculators and a specially designed curriculum. (MK)

The authors concede that thinking strategies are important, but argue that instruction in these strategies may not be warranted. (MK)

The author defends the teaching of thinking strategies. (MK)