The development of a procedure for evaluating student teaching in science is presented. Selecting criteria for criterion referenced evaluation, organizing principles for the evaluation format, and application of the format are each discussed. (MNS)

How the concept of function sheds new light on one of the central tasks of algebra, that of solving equations, is discussed. Many specific examples are presented, and a theoretical basis is included. (MNS)

Because environmental education may be viewed as education in, about, and for the environment, some choices must be made about the emphasis given to each. The predecessors of environmental education are noted, followed by resource materials on out-of-school activities. (MNS)

Models for division are discussed: counting, repeated subtraction, inverse of multiplication, sets, number line, balance beam, arrays, and cross product of sets. Expressing the remainder using various models is then presented, followed by comments on why all the models should be taught. (MNS)

The kind of learning experience provided by the LOGO programing language, its efficiency as a learning tool within the school curriculum, and the role of the teacher in the LOGO environment are each discussed. (MNS)

How mathematics subject matter can be enhanced through the scientific reasoning method, how this integration can be achieved, adaptations needed for a modified approach, and resulting attainments are all considered. Prime numbers using the Sieve of Erastosthenes are the vehicle through which the approach is described. (MNS)

Helping children to bridge the gap between physical materials and symbolic representations is the focus of this article. Examples are drawn from numerical topics, with several hierarchies illustrated. (MNS)

Programing a computer to list subtraction palindromes is discussed. Sample programs and output are included. (MNS)

Reasons for the development of middle schools and characteristics of middle school students are discussed. Students' physical, cognitive, social, and emotional development are considered, with references to research evidence. (MNS)

A three-year research project in England investigated the probability concepts of students aged 11-16. A 26-item test was administered to 2,930 students. The development and test results of one item are presented to illustrate the difficulty of item construction and interpretation. (MNS)

Recommendations for successful mainstreaming of mentally retarded students into the science classroom are discussed. Laying the groundwork, social integration, instructional strategies, the curriculum, and evaluation are each considered. (MNS)

Data from college mathematics students indicate that "focused worlds" seem to be somewhat characteristic of men and "diffuse worlds" of women. This idea is discussed in relation to science and mathematics instruction, as well as the need for clarification and the implications for teaching and research. (MNS)

Suggestions are given for helping mathematically gifted, creative, and talented students by grouping, organizing for enrichment, and using mathematics to challenge. Specific activities are included. (MNS)

This study assessed the current state of energy knowledge among students in grades 4, 7, and 10-12 in order to identify areas in which future instruction would be most beneficial. Sex differences were also investigated. (MNS)

Sixth-grade students and teachers were tested to determine students' metric achievement and their teachers' attitudes toward metric instruction after seven years of regular classroom instruction. Results were somewhat disappointing. (MNS)