Children attempted a division problem in one of four distraction settings: minimal, situational, color-attribute, or spatial-numerical. The effects of both grade level and distraction setting in problem-solving performance were highly significant, with children who used a manipulative approach being more prone to distraction than those using a…

This study seeks to determine factors affecting student interpretation of the connective "or." The conclusion is that unless instructed otherwise, a majority of students lacking mathematical sophistication will assign an exclusive meaning to the ambigious connective. (MN)

The authors present two studies designed to examine the effects of maturation and mathematics education on students' ability to apply notions of sentential logic in interpreting disjunctive and inferential arguments. (MN)

The perceptual transformation approach was found to be more effective in facilitating the acquisition of conservation subskills than the numerical operational approach. Neither approach was effective in facilitating the acquisition of conservation of number by nonconserving 4- and 5-year old children of lower socioeconomic status. (MN)

A revision of the August 1976 set of criteria for evaluating research proposals and reports, issued by the research advisory Committee of the National Council of Teachers of Mathematics, is given. (MN)

The author cites studies concerning the effectiveness of manipulative and non-manipulative approaches to teaching mathematics in elementary schools. He concludes that, after the first grade, an instructional strategy that gives preeminence to the rise of manipulative materials is unwarrented. (MN)

This bibliography presents annotated bibliographic citations for research reported in 1976 related to mathematics education from kindergarten through post-secondary levels. Ten research summaries, 138 journal articles, and 354 doctoral dissertations are listed. (SD)

The activities of a research working group are described. The investigators from several institutions coordinate their work on space and geometry. Underlying assumptions of the group and issues faced by it are described. (SD)

Presents data from a study which measured social studies curriculum supervisors' rankings of the 66 NCSS Curriculum Guideline statements. Findings indicate that dealing with student concerns within the context of the real world is very important and that systematic program evaluation and the organization of learning experiences are not as…

Planned instructional units developed by 60 teacher trainees were evaluated to determine how closely cognitive and affective objectives would be met by suggested activities. The conclusion is that programs in teacher education institutions have little effect on instructional planning skills of their trainees. (Author/DB)

Describes and evaluates a two person, non-zero sum game entitled "Prisoner's Dilemma." Data are presented from a study which measured the relationship between social behavior and level of moral reasoning of game participants. Ways of using the game in the classroom to develop moral reasoning are discussed. (Author/DB)

A study assessed the impact of different kinds of school management techniques on the development of political attitudes among students. The hypothesis was that students in schools which encourage student participation in decision-making will reflect higher levels of political interest, trust, and confidence. It was confirmed. (Author/DB)

Discusses five ethical dilemmas concerned with the relationships among students' rights and responsibilities to know, the methods through which this knowledge is obtained, and the purposes for which knowledge is studied. Ethics are seen as a parity of rights and responsibilities among students, educators, and parents; they are placed in a…

The article identifies ethical criteria for social studies teachers. Examples of tensions between parents, students, and teachers are presented to illustrate how the ethical criteria impinge on the social studies teacher. (Author/DB)

The article explores a case study involving a professional ethical dilemma over academic freedom and draws conclusions about its relevance and implications for social studies education. (Author/DB)