Two articles are provided that respond to the paper, "Is the Proof in the Practice" by Tony Barnard (Sep. 1989). Authors emphasize interesting, creative, and discovery-oriented mathematics instruction instead of memorizing. (YP)

Reports students were more successful in estimation for a problem in context than for the pure computation. Describes students' strategies to make estimates in context. Discusses how to teach estimation. (YP)

This article sketches the historical development of arithmetic and algebraic symbols. (SD)

Describes a study of the use of certain curriculum materials (SMP 11-16) with a third-year class of low attainers in mathematics. The study involved classroom observation and a student questionnaire. It was concluded that the materials were at least partially successful. (PK)

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

Presented is a rationale for the importance of estimation. Strategies used by good estimators, and teaching strategies for computational estimation are considered. (PK)

Presents three mathematical activities that illustrate how quantities increase or decrease exponentially. (ASK)

This article examines the level of understanding by children (six- to seven-year-olds) of the addition and equality symbols. The article reports that about half of the subjects were unable to write the mathematical expression of simple addition while they were able to do it verbally. (YP)

Examines the cause of confusion arising from ambiguity of units and semantics in length, area, and volume concept formation. Introduces the mimik, a standard area of one thousand square millimeters, and advocates its use as an interim symbol system. (JM)

The usual methods for solving quadratic equations are noted to require either the use of numerical formula or curve plotting on graph paper. The method described here enables pupils to solve equations using only a 45 degree setsquare, graph paper, and a pencil for those which have both real roots and real coefficients. (Author/MP)

Argues that exploring a familiar topic or examination question in a novel manner is a useful way to find topics for mathematical investigation in the classroom. The example used to illustrate the premise is a quadratic equation. (PK)

Discussed are trends in British mathematics education with special attention to practice. The importance and proper use of practical work, student-led activities, and matching instruction to student ability are emphasized. Lists 9 references. (YP)