The researchers had good reason to believe that teaching physics to young children would work best if children could rub their ideas against others. However, the ideas they are asked to investigate need to be in carefully designed work.

In four different countries, including our own, the same problems keep cropping up - children do not connect simple tasks, such as sharing, with the written fractions they meet in class. Research and good advice therefrom.

In 'A Day at the Races' in set No. 1 this year, it was shown that our ability to do complex mental tasks in real life does not depend on our IQ. But such knowledge does not transfer to strange situations until the similarities are shown to us.

In the 'salad bowl' of ethnic and cultural diversity of Hawai'i, there are attempts to make school work more relevant to all cultures, including involuntary minorities such as the indigenous Hawaiians. Teaching geometry in new ways is the focus of the research described here.

Many years of patient research have discovered how new ideas get formed, embedded, and remembered at the 8- to 12-year-old level. The conclusions are vital for all teaching.

Asking very young children to draw can reveal a great deal about how they are coping with school, what they are learning and what they regard as important. Better teaching can follow.

The effects of school administrative reforms in New Zealand have not been to promote equity but to promote inequity. Facts, figures and observations are linked to policy decisions.

A review of the many research projects on how prior knowledge affects learning. Generally, having old knowledge to which new knowledge may be attached greatly assists learning the new.

Most adults find it difficult to keep an exercise programme going; but active children become active adults. The benefits, and the limits, are spelt out.