The effectiveness of an advanced organizer based on examples is compared with that of one based on counter examples. The counter examples strategy was found to be more effective for the unit on finite groups. (SD)

Various sequences of characterization and exemplification of concepts, and use of examples versus nonexamples, are compared for their effectiveness in teaching inclusive and disjunctive concepts related to algebra and geometry. (SD)

Sixth graders wrote solutions to the word problems in the Metropolitan Achievement Test. Errors were analyzed and classified. At least 52 percent of errors were computational or clerical and could not be attributed to reading difficulties. (SD)

Absenteeism dropped markedly when educational games were used in middle school mathematics instruction. (SD)

Piaget's theories concerning the child's development of spatial concepts are considered in comparison with related mathematical concepts. The analysis yielded discrepancies between Piagetian and mathematical use of terms. (SD)

Research designed to determine whether the phenomena observed by Piaget were task specific was performed. The results did not confirm Piaget's notion that topological concepts develop prior to the concepts of Euclidean geometry. (SD)

This study investigated the ability of middle school children to perform Euclidean transformations mentally. The results indicated that the tasks were more difficult than Piagetian theory would indicate. (SD)

Performance of first and second graders on measurement problems indicated that they are unable to relate the measurements of objects using different units to visual comparisons of quantities. (SD)

Geometry students were randomly assigned to treatments in which they received (1) instruction in general problem solving procedures in addition to geometry or (2) regular geometry instruction. No significant differences attributable to treatments were found on a subsequent problem solving test. (SD)

In the theory of instruction proposed here, instruction depends on four independent dimensions related to aptitudes, content, delivery systems, and strategies. Strategies are characterized by eight variables, and can be analyzed and displayed by flow-chart methods. This paper is adapted from the authors' monograph, ED 102 030. (SD)

In a two-year study, frequencies and descriptions of systematic errors in four algorithms in arithmetic were studied in regular and special education classrooms. (Author/SD)

Two studies investigated the effects of verbalization of discovered generalizations on the retention of those principles. (SD)

High- and low-ability fifth graders were taught multiplication of fractions by one, two, or four methods. On a subsequent transfer test the scores of high-ability students decreased and those of low-ability students increased as a function of number of methods used. (SD)

Area and measurement tasks representative of those used by Piaget were administered to 168 primary students. Data were analyzed to determine effects of sex, age, and task sequence. (SD)

This study provides evidence of a relationship between classroom environment and academic self-concept. (SD)