Discusses ways to use bar charts and line graphs to present comparative information in a flexible manner. Includes activities designed to review how the different characteristics of charts and graphs relate to different document structures. (RS)

Argues that graphs and charts are cases of document structures introduced in previous columns: combined lists, intersecting lists, and nested lists. Explores pie charts and various aspects of bar charts as they relate to other document structures presented in this series. (RS)

Offers graphical proof of the proposition that the dynamically efficient allocation of a depletable, nonrenewable resource allows higher net benefits to users in both time periods than any other allocation. States that in this proof the result is more general and does not require the numerical specification of other previous models. (JEH)

A proposal for teaching how to graph functions is presented on the basis of the teaching theory of didactical situations implemented by the French author Guy Brousseau. The proposal is aimed at students in 12th grade in high school (USA) or in a freshman calculus course. The TI-92 graphic calculator was used as a teaching aid. (Author/ASK)

Discusses three phases of instructional design (ID)--definition of instructional parameters, analysis and synthesis of instructional alternatives, and implementation of instructional plan--and presents a 15-step ID model. Included for each step are a descriptive name, boxed example, and rationale and (as applicable) current state of technology for…

Discusses how grocery shopping activities can help primary and intermediate grade students develop mathematics skills useful in real life. (BB)

The article discusses strategies for parents to help their children improve math skills. It examines graphing skills and looks at three types of graphs (line graph, bar graph, and pie chart). Various simple activities illustrate what all scientists and mathematicians do when conducting experiments or developing mathematical models. (SM)

Discussed are the use of spreadsheets for demonstrating and exploring with the whole class, basic and advanced spreadsheet operations, geometric progressions, and graphing. Teacher responses to these methods are described. (CW)