Definitions and examples are given for the concepts of neighborhood, exterior, interior, and boundary points, closed and open regions, and boundedness of point sets. (DT)

The author criticizes brief, vague educational goals and advocates broad, unambiguous objectives stated in terms of student behavior. (CP)

A team-teaching structure consisting of full-time teachers, student teachers and a university methods instructor is described. Details are given of the program objectives, student assessment, grouping, evaluation criteria, grading, and highlights of the project. (DT)

The results of a study of UICSM materials for seventh and eighth grade low achievers show that students studying Stretchers and Shrinkers learned just as much arithmetic as students in traditional programs and that students studying Motion Geometry did significantly better in arithmetic application and total score on the Stanford Achievement Test…

Compares achievement of eighth grade ability groups using two modern and one traditional mathematics textbooks. Concludes that learning of traditional concepts was not affected by materials; modern concepts and mathematical knowledge were learned best from modern programs. (JM)

Describes an instructional method in secondary school mathematics applicable to physics instruction, to develop conceptual understanding of motion word problems. Distance, rate, and time are defined, used as variables and considered with relative motion as a unifying concept. (JM)

Presents definition, examples, and instructional ideas for secondary school science and mathematics teaching of concept of reliability in accuracy of measurement and dependability of performance. (JM)