The author presents a variation of a tiling problem where each row or column contains a complete set of elements, each diagonal is free of contiguous like elements, and at least one partition exists. These restrictions limit the number of solutions considerably, and methods of solution are subsequently discussed. (CT)

Points out how dice games can be used to teach mathematics concepts, discussing 13 dice games of varying difficulty. (RH)

This column solicits mistakes, fallacies, anomalies, et cetera, that raise interesting mathematical issues and may prove useful to teachers. Included in this issue are yet another proof that zero equals one and a differentiation that yields three equals two. (Author/JJK)

In this article, the author introduces a series of practical strategies to support the development of an innovative and technology-rich curriculum. The author begins with the importance of understanding what possibilities for innovation exist given the relationship between curriculum, equity issues, and education reform. The author then discusses…

The author tells the story of mathematics from ancient times to the present. The influence of mathematics on technology and thus on civilization is depicted by a thematic collection of postage stamps, the photographs of which are interspersed throughout the text. Checklists of stamps depicting mathematicians and scientists and applications of…

The paper presents reasons for teaching topics from number theory to elementary school students: (1) it can help reveal why numbers "act" in a certain way when added, multiplied, etc., (2) it offers drill material in new areas of mathematics, (3) it can develop interest - as mathematical enrichment, (4) it offers opportunities for students to…

This history of binary arithmetic begins with details of Thomas Hariot's contribution and includes specific references to Hariot's manuscripts kept at the British Museum. A binary code developed by Sir Francis Bacon is discussed. Briefly mentioned are contributions to binary arithmetic made by Leibniz, Fontenelle, Gauss, Euler, Benzout, Barlow,…

Statements of George Washington, Benjamin Franklin, John Adams, and Thomas Jefferson concerning mathematics are quoted and discussed. (SD)

The author supports the cause of accuracy and justification in reporting on the area of the history of mathematics and cites inaccuracies found in several publications on the subject. (MN)

Describes techniques to integrate the reading of newspapers into mathematics instruction. (RS)