Presented is an edited transcript of an interview with Dr. Caleb Gattegno exploring the teaching approaches used in a film of the same name. (MP)

Some ways of thinking and acting geometrically are described which are related to the approach used by ancient humans. The focus is on intuitive geometric imagery, an attempt to resurrect a way of describing possible viewpoints of geometry outside of those commonly accepted. (MP)

Reasons for one who teaches mathematics to know some mathematics history are investigated. Processes rather than products of mathematical creativity are the preferred subjects of study. (MP)

The mathematics curriculum should be imbedded into the cultural environment of the student. Discussed is the mathematical educational potential of decorative motif. (PK)

Presents reasons advanced for using history in mathematics education, ways of using history in the mathematics classroom and the use of history in teaching mathematics. Provides distinctions between the latter two points. (MDH)

Describes a classroom experience in which the teacher experiments with integrating mathematics history into a calculus class by presenting a historical problem taken from L'Hopital to be solved by the students. Extracts the role that history can play in teaching mathematics from the experience. (MDH)

Suggests resource materials useful to teachers that integrate mathematics history into the classroom. Presents helpful information for cataloguing information, sources for general overviews, detailed works, mathematics in its wider contexts, special and classroom topics, and the most economical materials. (MDH)

Presents the concept of "Fuzzy Sets" and gives some ideas for its potential interest in mathematics education. Defines what a Fuzzy Set is, describes why we need to teach fuzziness, gives some examples of fuzzy questions, and offers some examples of activities related to fuzzy sets. (MDH)

Presents activities that integrate story telling, history, and problem solving as a stimulus for discussion and creativity in the elementary mathematics classroom, and a way to relieve children's anxiety in an escalating curriculum. (MDH)

Presents activities developed for teacher training courses for the middle school level that integrate mathematics history with the selected topics of number systems, fractions, and geometry. The activities seek to give relevance to history and to motivate and deepen students' understanding of the evolution of mathematical concepts. (MDH)

Presents contributions by six mathematics teachers responding to the question: "How has the history of mathematics mattered to me in my mathematics teaching?" Answers touch the topics of how and why, how benefits are accrued, use of original texts, integration into core curriculum courses, and pitfalls of history. (MDH)

Presents an attempt to combine the history of mathematics of ancient Greece with the course on theoretical geometry taught in Greek secondary schools. Three sections present the history of ancient Greek geometry, geometrical constructions using straightedges and compasses, and an application of Ptolemy's theorem in solving ancient astronomy…

Presents three stories from mathematics history that can be integrated into classroom teaching: (1) the account of how Eratosthenes measured the circumference of the earth to discuss the concept of units in measurement, (2) ideas from Archimedes, Vite, and Descartes to introduce pi, and (3) the discovery of the Cardanic formula as an example of…

Introduces a cultural perspective in the teaching of mathematics. Describes the mathematical practices of African peoples and of the indigenous peoples of the Americas in relationship with numbers and numeration, design and pattern, architecture, and games of chance and skill. (MDH)

The kaleidoscope is presented as a suitable topic for a preservice mathematics teacher's first contact with a nontrivial mathematical phenomenon. Included are historical notes on the kaleidoscope, explanation of the inner mechanisms of various kaleidoscope designs, and suggestions for further student investigations. (JJK)