Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

Examines the line graphing ability of middle/high school students (N=625) to provide baseline data on the mastery of line graphing subskills. Results show that seventh- and eighth-grade students were less successful in graphing than high school students, suggesting that graphing skills should be introduced and emphasized in earlier grades. (JN)

Discusses: (1) inquiry science teaching; (2) characteristics of stable and fluid inquiry; and (3) using science textbooks to develop activities which reflect the fluid or tentative nature of scientific knowledge. (JN)

Suggests using episodes from the history of mathematics as source material for mathematical investigations, particularly for use in teaching problem solving. Representative examples are included. (JN)

A narcissistic number is a positive integer equal to the sum of its digits raised to an integral power. For example, 15 is equal to 1-cubed plus 5-cubed plus 3-cubed (a narcissistic number of order three). A computer program to find narcissistic numbers up to 10,000 is given and discussed. (JN)

The Nature of Science Scale (NOSS) was administered to 21 preservice students in a science teaching methods course. Their performance was compared to that of 24 preservice teachers who took the NOSS in 1969. Results show that the 1984 group was significantly higher than the 1969 group. (JN)

Discusses topics and issues related to the preservice and inservice training of mathematics teachers in England. The role and uses of teacher centers are included, noting differences between the use of centers by elementary and secondary teachers. (JN)

Reviews studies which focused on various aspects of pre-college student science training programs, pointing out that the programs have had impact on such areas as facilitating academic and career opportunities, increasing subject matter competencies, increasing laboratory skills, changing attitudes in a positive direction, and enhancing students'…

High school biology teachers (N=18), and one 10th-grade class of each teacher, were given the Nature of Scientific Knowledge Scale at the beginning and end of a school year to determine their conceptions of the nature of science. Results (such as students not possessing "adequate" conceptions of science) are reported and discussed. (JN)

The number sense program in Texas was developed to help motivate students to learn mathematics and to literally develop "number sense." A description of the program, a 70-item exercise (with answers), and teaching tips are provided. (JN)

Reviews research which indicates that students performed better on problems when extraneous information was absent than when extraneous information was present. However, recommends that teachers embed word problems with realistic contexts, that is, contexts that contain extraneous bits of information to help students transfer their problem-solving…

Surveyed science educators to determine (1) if colleges and universities are providing science teachers with computer-oriented training and content-dependent applications and (2) what role science educators have in this training. A majority of respondents provide microcomputer opportunities for both preservice and inservice teachers. (JN)

Discusses strategies used to teach fractions to 9- to 11-year-old deaf children during a four-month period, in 30-minute sessions meeting two or three times a week. Fraction work was taught while other topics were covered. The primary form of communication used was Signing Exact English. (JN)

Provides a short list of integral triples for the design of problems employing unit fractions (so solutions will be positive integers). Also presents an algorithm whereby both primary and imprimitive sets of triples can be easily obtained and shows how to extend the algorithm to solve three-variate unit fraction equations. (JN)

Suggests that teachers present information about the history of mathematical induction and its discoverer, Francesco Maurolico. Background information about this mathematician is provided to help teachers achieve this goal. (JN)