The creative act arises out of a need to explore human experience, and mathematics is a locus of creative activity. Mathematics should be taught to show the value of imagination and reasoning. (MT)

Generally, reading is perceived as consisting of identifying words and increasing comprehension skills, but there are a plethora of additional symbols which students need to read and comprehend meaningfully. This paper first discusses reading across the curriculum, emphasizing abstract words, and then considers symbols peculiar to diverse academic…

Discusses the level of knowledge, understanding, and ability relative to mathematics for the college graduate in the 21st century. Focuses on mathematical literacy and abstraction such as the definition of abstraction, difficulties in addressing abstraction, and one approach to helping students learn to address abstraction. (Contains 12…

In this article we propose the following definition for advanced mathematical thinking: Thinking that requires deductive and rigorous reasoning about mathematical notions that are not entirely accessible to us through our five senses. We argue that this definition is not necessarily tied to a particular kind of educational experience; nor is it…

All instruction, including social studies, should be concerned with developing both halves of the brain rather than continuing to place emphasis only on those functions which reside in the left cerebral hemisphere. When presented with a social studies problem, students can view it in two ways--logically and intuitively. (RM)

This paper examines the nature of concepts and conceptual processes and the manner of their formation. It argues that a process of successive abstraction and systematization is central to the evolution of conceptual structures. Classificatory processes are discussed and three levels of abstraction outlined. (Author/SJL)

There is a growing realization that the premises of materialism are applicable within certain limits only. The mystical writings of Blake teach that man's body is a mental body, and his universe a mental universe. (JN)

An article by Harvey Siegal, "Kuhn and Critical Thought," is criticized. (JD)

In this reflective narrative, the author ponders the abstract nature of knowledge and knowing. The peeling of an onion while she sits in her father's garden recounting her funds of knowledge serves as an ontological and epistemological metaphor for her learning. (TD)

Proposes a model of mathematics conceptual development consisting of two phases: abstraction and generalization. Illustrates model by references to the development of multiplication and angle concepts. (19 references) (MKR)

Asserts that poetry is a basic way for individuals to learn enough about their culture to become a welcome member of it. Offers the views on poetry of several poets. Discusses the benefits of using poetry, rather than logical mathematical thought, to teach students how they view reality. (PRA)

Visual learning enhances cognitive understanding of abstract concepts. Perception of such ideas as causality is enriched by visual examples. Perceiving should not be separated from thinking. (SK)

The ability of some individuals with mental retardation to identify prime numbers despite their lack of necessary arithmetical skills is discussed. The article suggests that a distinction between prime and nonprime numbers can be made by utilizing the tendency of visual perception to be symmetrically organized. (Author/DB)

Demonstrates that even very young children are capable of abstract thought and expressions of their own spirituality, and argues that spirituality can and should be a part of the educational curriculum. The author suggests that spirituality in education, if nurtured, enhances the educational experience and helps the child fully develop as a human…

In education research, a polar distinction is frequently made to describe and produce different kinds of research: "quantitative" versus "qualitative." In this article, the authors argue against that polarization and the associated polarization of the "subjective" and the "objective," and they question the attribution of generalizability to only…