All teachers, especially high school teachers, face the challenge of ensuring that students have opportunities to relate and connect the various representations and notions of mathematics concepts developed over the course of the pre-K-12 mathematics curriculum. NCTM's (2000) Representation Standard emphasizes the importance of students being…

Technology use in mathematics often involves either exploratory or expressive modeling. When using exploratory models, students use technology to investigate a premade expert model of some phenomena. When creating expressive models, students have greater flexibility for constructing their own model for investigation using objects and mechanisms…

A WebQuest is an inquiry-based lesson plan that uses the Internet. This article explains what a WebQuest is, shows how to create one, and provides an example. When engaged in a WebQuest, students use technology to experience cooperative learning and discovery learning while honing their research, writing, and presentation skills. It has been found…

Describes a method of effectively introducing the concept of radian measure that uses Cabri Geometry II software to construct a circle of arbitrary radius and to measure that radius. The goal is to determine how many of these radii fit around a circle. (DDR)

Activities in this article are a practical response to the philosophical debate about the use of technology in mathematics classes. Shows how technology can help students understand the sophisticated mathematics embedded in r, the correlation coefficient. Includes reproducible student worksheets. (MKR)

Offers information on a project to improve students' understanding of derivatives. Students use the software package "Cactusplot" which allows them to calculate the slope at various points, and "Graphical Analysis III" software to graph the data and modify the graphs if necessary. (ASK)

Provided are three program listings which may be used to illustrate this fractal figure. Extensions of these algorithms and their use in the study of chaos and fractals are suggested. (CW)

Discusses possible approaches to solving the problem of how many different triangles can be formed on an n x n geoboard and the different geometric concepts utilized to formulate a solution. Approaches include counting strategies, writing a computer program, and using difference equations. (MDH)

Considered are several mathematical models that can be used to study different waiting situations. Problems involving waiting at a red light, bank, restaurant, and supermarket are discussed. A computer program which may be used with these problems is provided. (CW)

Presents four hands-on activities to teach geometric concepts to both honors and non-college-bound students. The activities are adaptable to various levels and use manipulatives and technology to explore the concepts of enlargement, area, maximum volume, and figure duplication in a cooperative setting. (MDH)