A discussion of what constitutes proof is given. Methods of teaching proof in a more intuitive and informal way than is usually done are suggested. (MK)

The necessity for inferring and predicting in everyday life is discussed. Eight activities, ranging from sixth- to twelfth-grade levels, are suggested. (MK)

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

Discusses the use of flexible straws for teaching properties of figures and families of shapes. Describes a way to make various two- or three-dimensional geometric shapes. Lists eight advantages of the method. (YP)

The production and application of images based on fractal geometry are described. Discussed are fractal language groups, fractal image coding, and fractal dialects. Implications for these applications of geometry to mathematics education are suggested. (CW)

Quilt-making is presented as an activity that helps elementary school children recognize and appreciate geometry in their world while developing their problem-solving skills. Students choose an appropriate pattern and cooperatively make the quilt. Related measurement questions and problems are provided. (MDH)

Describes some developmental changes in children's free creations with pattern blocks and demonstrates how to build on this natural interest to teach Logo programing. (PK)

Four activity workshops are suggested which might be used for several different purposes. The reproducible worksheets address clock patterns, patterns with tides, extending Pythagoras, and fractions extended. (PK)

Includes patterns for and a brief discussion of the polyhedra: octahedron, tetrahedron, dodecahedron, cuboid, prism, and star. (PK)