Describes four science attitude scales which have been developed and validated in Australian schools. The scales have satisfactory internal consistency, discriminant validity and economy--each consisting of only six to eight items. In previous use, boys exhibited significantly higher attitudes in three of four instruments. (CP)

Angle measurement activities utilizing tinker-toys, geoboards, and paper-and-pencil constructions are given which could be used with children prior to the development of the degree concept. (MN)

Mathematical solutions to simple atomic structure problems involving (a) simple cubic, (b) body-centered cubic, and (c) face-centered cubic models are presented. (CP)

Provides information concerning the development and use of the Textbook Questioning Strategies Assessment Instrument (TQSAI). (CP)

Weak correlations between indirect teaching behavior, student-directed classroom activities, and achievement in biology are noted. (CP)

Construction of a series of 13 nested, regular tetrahedrons from 12 square sheets of paper without using geometric instruments, scissors, or glue is described. (MN)

The development, use, and analysis of returns of a twelve-question survey of the present feelings of parents and elementary teachrs toward calculator usage in schools is discussed. The questionnaire items are included. (MN)

Modern sophisticated computers are shown to multiply the same way the ancient Egyptians did more than 4000 years ago--by doubling and adding. (MN)

Some misconceptions about "squares" encountered among college students as they attempt to master appropriate subject matter in preparation for teaching elementary grades are presented. (MN)

A course in reading, evaluating, and using educational research taught to inservice mathematics teachers in the Emory University Master of Arts in Teaching program is described. (MN)

Forming whole numbers which read the same from left to right as from right to left is considered. A list of such numbers less than 1000 is included along with implications for instruction. (MN)

The development of square units for area and cube units for volume is discussed with emphasis that switching focus from one physical property to another is involved as opposed to simply multiplying units. (MN)

Modular arithmetic is used in explaining why it is possible to read the Vernier caliper to the nearest tenth of a millimeter even though the caliper is marked only in millimeters. (DT)

Part one of a three part report on the historical development of curriculum guidelines for the instruction of chemistry in secondary schools. Part one covers the period 1893-1920. Parts two and three appear in November and December issues of School Science and Mathematics. (SL)

A case is made for having two teachers work with each basic or remedial science or mathematics class; administrative arrangements are discussed. (DT)