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

Least-squares line fitting is developed without calculus. Its rationale and an example with consumption patterns are provided. (MNS)

Portions of the Cockcroft Report which seem confusing are discussed. The connections among problems, applications, and investigations are considered in sections on being a mathematician; open is in the mind; assumptions, rules and patterns; and learning not to be anxious. (MNS)

A diffusion simulation is described in which the dispersion of potato beetles in a given problem is traced on hexagonal grids. (MNS)

Nine problem situations involving the use of random numbers are given. Topics include cooking, hunting, bacteria contamination, waiting lines, ransom walks, and branching. In addition to the problem situation, questions are suggested which can be used to extend the investigations. (LS)

Arguing that operations research is not as difficult and forbidding as its reputation implies, and that many problems lend themselves to analysis using common sense, the author provides examples which might be used in a secondary school classroom. (SD)

The teaching of non-numerical flow charting to all pupils is advocated as a means of preparing students for decision making. Several sample problems are provided. (SD)

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

The Weight Problem of Bachet de Meziriac is described, which looks for four integral weights to measure every amount between one and forty kilograms. Discussed are generalizations of the problem and analogous problems, solutions of particular cases, and a solution of the general problem. (MP)

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)

Children between the ages of 10 and 13 were asked to write stories to accompany five computational problems. Stories were scored for suitability and it was found that students were most successful on subtraction and least successful on multiplication stories. Scores on this test correlated with mathematics achievement scores. (SD)

Outlines a possible framework for allowing teachers to explore how children learn mathematics. A mathematical modelling process and three domains, including content, process and pragmatic domain, are described. Twelve strategies for encouraging children to translate between the domains are suggested. (YP)

Described are various common misconceptions about the nature of mathematics and suggests that courses or activities based on model building might help change these. Two examples are offered. (SD)

Analyzes fifth graders' approaches for solving the problem of the distance to the horizon. Describes determining the area bounded by the horizon. (YP)

Describes an exhibition of "mathematically rich" cloths. The themes chosen to be included were symmetry, number, creativity, information handling, and problem solving. The project was an outgrowth of work to take ordinary daily situations and analyze them mathematically. (PK)