Graphing skills are growing in importance in our information society, presenting facts and concepts in newspapers, magazines, and on television. Graphs incorporated into teaching develop children's problem-solving skills. Ways to use graphs in the classroom are discussed, and examples are given. (MT)

Procedures to help algebra students solve problems more efficiently are discussed, using linear programing graphs. (MNS)

Explores strategies in the situation of a runner trying to evade a tackler on a football field. Enables the student to test intuitive strategies in a familiar situation using simple graphical and numerical methods or direct experimentation. (JRH)

Described is how the crumpling of paper balls exhibits the concept of a topological dimension similar to fractals. The mass of the crumpled paper ball is found to be proportional to its diameter raised to a nonintegral power. (KR)

An exercise which relates particle scattering and the calculation of cross-sections to answer the following question--"Do you get wetter by walking or running through the rain?"--is described. The calculations used to answer the question are provided. (KR)

Given is an example of the solution of maximum-minimum problems by replacing differentiation techniques with microcomputers and simple BASIC programs. (MNS)

The focus is on how line graphs can be used to approximate solutions to rate problems and to suggest equations that offer exact algebraic solutions to the problem. Four problems requiring progressively greater graphing sophistication are presented plus four exercises. (MNS)

Provides information for constructing two-dimensional performance graphs for students to assess their competencies and to diagnose difficulties in the important area of problem solving. (ASK)

Using data about companies with which children have first-hand experience (such as McDonald's or Mattel Toys) piques interest in graphing activities. How the project is developed, with group and individual activities, is described. (MNS)

An examination of a student question concerning a calculus problem leads to a discussion of some of the symmetric properties of a specific set of polynomials. (MP)

It has been found that students gain much greater insight into routine calculations with business formulas when such work is viewed in the light of graphing concepts. Ten problems are presented that illustrate how three specific objectives in a unit on graphing in a business mathematics course have been met. (MP)

An alternative application of logarithms in the high school algebra curriculum that is not undermined by the existence and widespread availability of calculators is presented. The importance and use of linear relationships are underscored in the proposed lessons. (MP)

Described is a situation where students are allowed to enlist the aid of a computer graphing program to produce graphs for their lab reports. (KR)

A restaurant menu is used to apply mathematics to real situations. A variety of mathematical problems, as well as applications to other content areas, is suggested. (JT)

Curiosities offer an interesting alternative to traditional methods of attacking problems. An illustrative situation is given, with graphical, computer, and analytical methods used to solve the problem. (MNS)