The test presents tasks to allow students to demonstrate their ability to carry out practical tasks and communicate mathematical ideas. The two tasks are presented and discussed. (MNS)

Describes a model for geometrical probability. Presents two examples of basic theories of probability using geometrical probability. Provides three problems using the described theorem. (YP)

Using calculators (and computers) to develop an understanding and appreciation of statistical ideas is advocated. Manual computation as a prerequisite for developing concepts is negated through several examples. (MNS)

Explores mathematical methods children use to find answers for themselves. Describes some methods used for multiplication and subtraction problems. (YP)

Presents examples of line and curve graphs. Suggests some ways of using graphs to increase student learning. (YP)

The use of Logo to develop mathematical concepts is advocated. Children's comments as they work with Logo are presented. (MNS)

Presents young children's concepts related to probability grouped by definite, possible, and definitely not. Discusses the teaching methods of the probability concepts. (YP)

Mathematical concepts occur spontaneously from many topics and can be developed in the framework of cross-curricular schoolwork. Consequently, students can gain knowledge of where mathematics arises and insight about its purposes. (Included are activities dealing with the reflectional and rotational symmetries of automobile hubcaps evolved from…

Investigated was the learning of the mathematical uses of "more,""fewer," and "less" at a very early stage in the development of ideas. (CW)

An example is given for deriving mathematical content from a game. The game and eight activities are included for both basic and advanced versions. (MNS)

This article discusses two data analysis methods: (1) Box plot; and (2) Outlier. Described are the procedures for drawing the two diagrams, wing median, quartiles, and highest and lowest values. (YP)

Presented is an exploration of a number of ways these quantities can be demonstrated and some interconnections between them. Discussed are triangular numbers, sums of squares, sums of cubes, table squares, and counting rectangles. (CW)

Discusses a way to help children retain the desire to understand mathematical ideas and to carry out routine procedures. Describes a method using computers to teach linear equations and calculus. Eight references are listed. (YP)

Provides two examples of the "regular falsi" method using geometry and a computer program. (YP)

Much constructive computer and programable calculator activity can be stimulated by BASIC programs that are only three or four lines in length. This article illustrates several ideas with accompanying BASIC program, particularly related to the learning of algebraic concepts, that can be explored with both elementary and secondary mathematics…