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The article presents the teaching of pre-flight aeronautics in secondary school. The author suggests that teachers should try to explore the men behind aeronautical science as a means to humanize the course instead of focusing too much on application of mathematics. The author suggests some activities pertaining to the failures and successes of the men and women behind aeronautics. The paper is limited to the development of aerodynes or heavier-than-aircraft and does not include the scientists whose ideas contributed to aeronautical science.

The article reports on the results of the study investigating the relationship between dogmatism and accuracy of interpersonal perception. The findings of the study reveal no significant difference in the norms of dogmatism. The test results also indicate that open-minded student teachers are no more likely to be accurate in their perceptions of the interpersonal needs of their supervising teachers than closed-minded student teachers. The results of the comparison between subject matter areas and dogmatism show that student teachers in mathematics, science and social studies are more likely to be closed-minded than student teachers in the areas of foreign language, English or fine arts.

This article presents a review on the research regarding the attitude of students towards mathematics in the U.S. An individual's observed behavior would seem to be an important indicant of his attitudes, but Brown and Abell found observations made by teachers to be inadequate for appraising their student's attitude towards mathematics. Dreger and Aiken administered three questionnaire items to a group of college students to determine their feelings toward mathematics. There are several attitude-scaling procedures; a few of them are described briefly in the following paragraphs. Readers who desire further information on techniques on attitude-scaling are encourage to consult the books by Edwards.

The article profiles Katherine Elizabeth Hill, recipient of the Thirty-Ninth Science Education Recognition Award who is serving as president of the Council for Elementary Science International. Hill was born in Alvarado, Texas on May 24, 1912. She attended elementary schools in Texas and graduated from the Austin High School in 1928. She earned the degree Bachelor of Science major in physics and mathematics at the University of Texas in 1931. Her affiliations in organizations include: Council for Elementary Science International, National Association for Research in Science Teaching, Association for Supervision and Curriculum Development, National Education Association, National Science Teachers Association, and Association for the Education of Teachers of Mathematics.

The study focuses on the difference between the two instructional methods, discovery method and expository method, and its implications for teaching. In expository method, the verbalization of each concept is the initial step in the instructional sequence while it is delayed in the discovery method. In the study, teachers act as a primary source of knowledge in arithmetic for the expository method and provides explanation which is opposite in discovery method. The results of study suggest that discovery sequencing should be a part of the methodology used in presenting mathematics in the classroom and that expository sequencing should be continued as the typical instructional practice used in elementary classroom.