Presents student methods for finding out the number of different squares on a chessboard. Includes extensions of the activity. (MKR)

An investigative activity dealing with where to pitch a tent at a campsite is described. (MNS)

Students were presented with the problem of finding all magic squares of order three. (SD)

The meaning of problem solving and investigations, what investigations are intended to achieve, the teacher's role, and how to introduce investigations in the curriculum are discussed. (MNS)

Discusses the nature of and the steps involved in a mathematical investigation, suggesting that a mathematical investigation can be used as a tool for developing mathematical processes in learners. Several examples of investigations suitable for secondary levels are included. (JN)

Fifteen mathematical puzzles and problems are presented. Areas investigated include pentominoes, arithmetic, fractions, and dissections (dissecting) a shape into two pieces that can be fitted together to form a square. Answers for each puzzle and problems are included. (JN)

Three types of mathematics relevance are discussed: vicarious, artificial and long-term. Using mathematics to make things happen, solving a real problem, and planning an event are then described. (MNS)

Descriptions are given of how groups aged 7, 10, and 13 tackled the problem of how many squares are on a chessboard. Teachers noted that often the less able children were the ones with ideas, whereas the able ones became impatient and were unwilling to go on trying. (MNS)

Some activities with geoboards done by pupils aged 10 and 11 are first reported, followed by an analysis and development of extended mathematical ideas. (MNS)

Provides a classification scheme for four-by-four magic squares. Presents some classroom activities. Introduces a notation system for individual cells in the square. (JM)

Three games in which the calculator plays an important facilitating role are presented. It promotes a "guess then adjust your guess" strategy. The games are described within the context of elementary, junior high, and secondary classrooms. (MNS)

Suggestions for how teachers can use the programs in the Micro Primer Software Packs are given. While the reader needs to be familiar with the programs to make full use of the comments, some ideas concerning the interaction between child, computer, and teacher can be garnered. (MNS)

Set concepts are used in this story about a swimming excursion in France, with "real" applications of mathematics presented. (MNS)

Presents a summary of the studies done by the Edinburgh Centre for Mathematical Education (ECME) on the use of practical activities in secondary schools. Argues that teachers may remain doubtful about the benefits of practical activities until they try them for themselves. (ASK)

An activity sequence is described. Several aspects of a population problem are developed using isoperimetric graph paper and symmetry principles to derive general rules. (SD)