Third- through sixth-grade mathematically talented students (n=306) enrolled in a flexibly paced university mathematics course far exceeded the normative achievement gains expected over a one-year period. Restricting such students to a rigid instructional pace may have a deleterious effect on motivation and achievement. (64 references) (MKR)

Types of strategies used by (n=36) fourth-, sixth-, and eighth-grade students solving comparison of area tasks were identified and classified. Most students used a direct comparison strategy to compare areas. Use of a part-whole strategy increased with the introduction of fractional terms and symbols. (23 references) (MKR)

Interviews with (n=21) fourth, sixth, and eighth graders, who were asked to construct their own notion of average and representativeness in open-ended problems, identified five basic constructions of average as mode, an algorithmic procedure, what is reasonable, midpoint, and a mathematical point of balance. (16 references) (MKR)

Interviews with (n=20) primary teachers, who had participated in inservice workshops on Cognitively Guided Instruction (CGI), revealed three patterns of CGI use--as mainstay, as supplement, and decreasingly--which seemed related to their beliefs about mathematics, learning, and CGI itself. (40 references) (MKR)

Presents a covariation approach to learning exponential and logarithmic functions based on a primitive multiplicative operation labeled splitting that is not repeated addition. Suggests that students need the opportunity to build a number system from splitting structures and their geometric forms. (30 references) (MKR)

Reports on a study of children's preferences between slow and fast tempo classical music excerpts. Finds that students preferred music with a slow tempo. Concludes that repetition had a positive effect on children's preferences. (CFR)

Reports on a study of inexperienced and experienced music teachers to determine the dominant perceptual dimensions used to classify classical musical excerpts. Finds that listeners generate an internal hierarchy that reflects their individual background and knowledge. Concludes that instructional methods are as important as the music selected for…

Reports on a study of third-, fourth-, and fifth-grade students to identify and conceptualize meter in music. Finds that ability to perform these tasks improves with maturity and with use of hand gestures as well as verbal response. Concludes that it is important to match curriculum with the developmental levels of students. (CFR)

Reports on a study of attention span and persevering behaviors of preschool children. Finds the Suzuki Method of violin instruction is associated with longer attention spans and more persevering behaviors than creative movement instruction or other preschool programs. Concludes that teachers prefer the Suzuki Method's approach to other forms of…

Describes study of effects of learning procedures and performance tempo on ability of 64 middle school students to perform previously learned rhythmic passages. Reviews the four learning procedures used for each rhythmic passage. Finds no evidence attributed to learning procedure but significant adverse differences if the tempo was changed from…

Reports on study of 80 elementary students in grades 3-6 to determine whether tempo perception and performance abilities increased with grade level and musical training. Finds that student performance and perceptions did increase with grade level and training. Concludes that modern technology has made research into tempo perception more precise…

Begun in 1989, the LabNetwork is a telecommunications network for secondary science teachers and their students. Summer workshops provide teacher training in the network computer software and teaching methods based on student science projects. The development of a collaborative network-based "community of practice" is described. (SV)

A physics and chemistry teacher from rural Elmira High School (Oregon) describes his own and his students' experiences with the LabNet teacher telecommunications network and related project-based science instruction; the reactions of teacher colleagues and administrators to LabNet; and technological, psychological, and resource-related barriers to…

A science teacher at small, rural Sheridan High School (Oregon) describes the development of a three-county telecommunications network for science teachers; benefits of the network in relieving teacher isolation and providing resources; and teacher and student use of the network in project-based science instruction. (SV)

A workshop introduced middle-school science teachers in rural Georgia to telecommunications as a means to relieve professional isolation. However, two years later, no participant was using an online system. To be attractive, a teacher network must be versatile, user friendly, inexpensive, and used by enough teachers to provide daily dialog. (SV)