Relates, in story form, how to make geometric and algebraic concepts more accessible to children by using one-dimensional grids. (MKR)

Presents an activity to identify some square-differences on the multiplication table. Discusses these properties using the Pythagorean triangle. (ASK)

Offers an alternative instructional method of constructing cubes based on the use of linking smaller cubes to form triangles. Offers learners insight into algebra by clearly exposing the underlying structure of the problem-solving process. (ASK)

After a unit on Euclidean geometry which stresses both the development of intuition and the use of deductive methods, non-Euclidean concepts are introduced by having students read and consider science fiction stories. (SD)

Activities involving copying, enlarging, and translating stick figures can enhance students' understanding of graphs. (SD)

The author recommends the use of flow charting to help students understand the manipulation of algebraic formulae. He identifies some problems with flow charts and suggests an alternative method of constructing flow diagrams. (SD)

"Pure" geometry is promoted as instructional material suitable for enriching the education of the mathematically gifted student. Examples of mathematical and logical concepts that can be highlighted with geometric presentations are given. (MP)

Illustrates how to draw a regular pentagon. Shows the sequence of a succession of regular pentagons formed by extending the sides. Calculates the general formula of the Lucas and Fibonacci sequences. Presents a regular icosahedron as an example of the golden ratio. (YP)

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

Discusses the calculation of pi by means of experimental methods. Polygon circle ratios, Archimedes' method, Buffon's needles, a Monte Carlo method, and prime number approaches are used. Presents three BASIC programs for the calculations. (YP)

This article discusses two of the reasons for the decline of formal Euclidean geometry in recent syllabi: (1) Traditional approach; and (2) Inherent difficulties. Suggested are some reasons and examples as to why the decline should be reversed. (YP)

Presented is an activity in which students apply familiar concepts of geometry to novel settings. Using square dot paper and isometric dot paper, students trace routes and determine the geometry of each circle. (KR)

Compared is the use of Euclidean and synthetic geometry in American and European schools. Included is the history of the major developments in the teaching of geometry. Discussed is the demise of formal geometry since World War II. (KR)