Presents responses to a problem that appeared in the May 2000 issue. The problem was to determine different ways to divide 8 cookies between 3 people. Includes student work from grades 1, 3, and 5. (KHR)

After discussion of the equivalency of the information laws of Bradford, Leimkuhler, Lotka, and Mandelbrot, aberrations from Leimkuhler's law (including "Groos droop" as encountered in practice) are studied. Other aberrations of Leimkuhler's law are explained, starting from generalization of verbal formulation of Bradford's Law. (18…

Presents a device for sketching the graph of the composite and inverse of single variable real-valued functions. Discusses some didactic methods of paths. (YP)

Describes a five-step graphing method for various trigonometric periodic functions. Emphases is on teaching constants and functions. (YP)

Discusses how experiments can offer students different points of view on the mathematical concepts presented in class and bring these concepts to life. Presents an experiment that demonstrates the interaction between mathematics and fluid dynamics. (Author/ASK)

Reports on a case study of a 16-year-old student working on transformations of functions in a computer-based, multirepresentational environment. Presents an analysis of the work during the transition from the use of visualization and analysis of discrete points to the use of algebraic symbolism. (AIM)

Discusses when to use the computer, paper-and-pencil, or mental-computation procedures. Provides examples of solving problems dealing with roots of polynomial using computer graphing and other strategies. Suggests implications for curricular planning. (YP)

Introduces an introductory module for analysis. Describes stock of basic functions and their graphs as part one and three methods as part two: transformations of simple graphs, the sum of stock functions, and upper and lower bounds. (YP)

Describes four laboratory activities in algebra and precalculus classes that provide hands-on experiences related to functions: slowing down the acceleration of gravity; calculating the acceleration of gravity; generating a parabola using a steel ball and a tilted board; and photographing projectile motion. (YP)

Features an assignment involving average monthly temperatures that can serve as an example of curve-fitting for a periodic function. (WRM)

Describes several activities and games that provide an introduction to the concept of function. Suggests that experiences should depend more on students' experiences and understanding and less on the memorization of unmotivated conventions with abstract symbols. Includes activities for a calculator as a function machine, composite functions, and…

Computer algebra systems (such as MACSYMA and muMath) can carry out many of the operations of calculus, linear algebra, and differential equations. Use of them with sketching graphs of rational functions and with other topics is discussed. (MNS)

The concept of function is central in mathematics and grows in importance as one progresses in depth and breadth of understanding mathematics. Results from national assessment progress reports indicate that the majority of students do not comprehend the concepts of function and graphing. Technology has the potential to improve the understanding of…

Discusses the interconnection among the various modes of the TI-92 calculator (geometry, data graphing, function graphing, and algebra) and how the power of visualization is extended to provide multiple approaches to complex problem situations. Provides a graphing problem with illustrations and results. (AIM)

Presents problems focusing on multiple representations of a function to develop students' ability to translate tabular, symbolic, and graphical representations. Indicates needed materials, objectives, prerequisites, directions, and answers. (YP)