Mathematical thinking as a style of thinking that is a function of particular operations, processes, and dynamics is explored. A descriptive model of mathematical thinking is presented and used to provide answers to whether mathematical thinking can be taught and how. (MNS)

A lecture method was compared with a method based on questioning sequences that guided students to discover mathematical principles. Students with high levels of mathematics anxiety had significantly lower achievement. Students with high anxiety benefited more from the expository approach; those with low anxiety benefited more from the discovery…

Approaches to attaining coder agreement when analyzing protocols of problem-solving processes are considered. A new procedure for estimating consensus is presented. (MNS)

Students in grades three to seven were given tests on which problems were presented in either verbal or telegraphic format. Only in grade six was a significant difference found, favoring the verbal format. Problems with conventional syntax appeared to be easier to interpret than those with bare bones syntax. (MNS)

Study results indicated that high school students' attitudes toward the American economic system and business are affected positively by the amount of economic knowledge they possess. In addition, economics courses were found to be effective means of increasing economics knowledge. (RM)

Over 50 phases and sub-steps common to decision-making processes are discussed in an effort to create a clearer view of individual, group, social, and political decision making. The discussion is intended to encourage social studies teachers to use an action-oriented approach to teaching decision-making skills. (Author/RM)

Presented is a comprehensive curriculum model for developing a K-12 values education program. The model includes a rationale and educational goals and objectives and discusses teaching methods and activities appropriate for implementing the goals. (Author/RM)

A content analysis of 22 secondary economics textbooks revealed the textbooks to be less sex-biased than the books examined in earlier studies. However, women are still underrepresented in most of the textbooks, and little attention is given to economic realities which women face. (Author/RM)

An analysis of the way 10 high school economics textbooks treat the topics of other economic systems, labor, role of government, and environment showed that the texts present free enterprise principles to the exclusion of other ideas. Topics which, if included, would provide a more balanced overall treatment are discussed. (RM)

The 16 US history textbooks reviewed failed to incorporate economists' research on the causes of the Great Depression and consistently presented information that the economics profession has rejected. Strategies that social studies educators might adopt to improve the quality of economic analysis in textbooks is suggested. (Author/RM)

The instrument,"Survey on Economic Attitudes", developed to assess attitudes toward economics as a subject and attitudes toward economic issues, should find many uses in research or evaluation studies. Data on reliability, validity, and norms obtained from a national sample of high school students and college professors are discussed. (Author/RM)

Study showed that elementary teachers were moderate in their views toward economic issues. Secondary social studies teachers were more liberal than elementary teachers in their economic views; for example, they favored greater government intervention in the economy. The preservice elementary teachers were as or more liberal than the secondary…

The emergence and differentiation of partitioning as a process that leads young children to construct ideas of rational numbers was traced through clinical sessions with 43 primary children as they manipulated objects. The data analysis led to a five-level theory of the partitioning process. (MNS)

Over 400 bilingual Hispanic students in grades four and five took the same mathematics achievement test in Spanish and English. Students performed better when tested in English than in Spanish and when tested on concepts than on applications. (MNS)

Assessment test data from 1976-79 on California children in grade six were analyzed. Loglinear models were used to evaluate the consistency of response of each sex. A significant interaction between sex and choice of distractor occurred for a large majority of the items. (MNS)