Discusses the origins of logarithms and calculations with logarithms. (ASK)

Discusses the tessellation with circles and presents mathematics activities on tessellations with circles. (ASK)

Explores measuring time periods between a day and a few thousand years and the sort of time measured by calendars. Illustrates different calendars throughout history. (ASK)

Provides information about mathematician Jamshid al-Kashi and his work on calculating mathematical values such Pi or Sin(1). (ASK)

Presents the Newton-Raphson algorithm, which is an iterative way of finding the root of an equation f(x)=0. (ASK)

Explains that, although mathematics is essential for calculating time, the calendar is an historical construct. Demonstrates why there is no true way of measuring time and looks at the historical roots of the western calendar. Offers further readings on calendars, time, and the millennium. (ASK)

Presents three number games for mathematics classrooms designed to improve the learning of number concepts. Game topics include determining products, arranging mathematical signs, and factoring. (ASK)

Describes an interdisciplinary project with 13-year-old pupils that brings the history of mathematics into the project. Concludes that many changes were observed in the attitudes of pupils toward mathematics and that this project enabled pupils to see human aspects of mathematics. (ASK)

Offers a guide to some available resources on the internet to help teachers judge how best to use new technology for the benefit of their students in the context of adding a historical dimension to mathematical studies. (ASK)