Models for developing addition, subtraction, and multiplication with integers are given. (MNS)

The quadratic function can be modeled in real life by a suspension bridge that supports a uniform weight. This activity uses concrete models and computer generated graphs to discover the mathematical model of the shape of the main cable of a suspension bridge. (MDH)

Describes the instructional strategies and activities used to illustrate the essential features of mathematical modeling to a group of infant and junior high school teachers. The intent was to involve the group with some number work, elementary algebra, and some simple work on arrangements by way of tree-diagrams. (JN)

A model is offered which can be used for teaching addition, subtraction, multiplication, and division with directed numbers. Illustrations for all operations are given. (MNS)

Methods of constructing polyhedra models are described. (DT)

This study involved 179 9-year-olds and 352 13-year-olds in New Zealand. Four addition and four subtraction tasks were set to ascertain students' ability to use the number line. Comparison of these data with results from the national assessment in the United States are given. (MNS)

An activity sequence is described. Several aspects of a population problem are developed using isoperimetric graph paper and symmetry principles to derive general rules. (SD)

Deciding, with outline maps, what highway exits to use to reach various towns most speedily is the problem presented. The simulation is geometric, focusing on loci. (MNS)

Outlines a possible framework for allowing teachers to explore how children learn mathematics. A mathematical modelling process and three domains, including content, process and pragmatic domain, are described. Twelve strategies for encouraging children to translate between the domains are suggested. (YP)

Described are various common misconceptions about the nature of mathematics and suggests that courses or activities based on model building might help change these. Two examples are offered. (SD)

A rationale is provided for the notion that mathematical games can be a valuable resource for the stimulation and support of student collaboration and cooperative classroom mathematical discussion. Included are examples of tangram games, people games, and board strategy games. (JJK)

Presented is the solution to the problem of calculating the probability of winning or losing a game played by moving a counter from the center of a hexagonal grid according to the number shown after the toss of a die. The exercise is an example of an interesting mathematical investigation. (MDH)

Argues that "appropriate practical work" in mathematics aids understanding. Presents ideas and activities for teaching mechanics. Discusses modelling, problem formulation, and interpretation. (PK)

Discusses the development of problem-oriented mathematics materials for a wide variety of students. Materials include teaching guides, student materials, case studies in mathematical modeling, and project activities. Examples of these materials (including a sports-related activity for students who have not had success in mathematics) are provided.…

Discusses three types of bridges to determine how best to model each one: (1) drawbridge; (2) balance bridge; and (3) bascule bridge. Describes four experiments with assumptions, analyses, interpretations, and validations. Provides several diagrams and pictures of the bridges, and typical data. (YP)