Described is a microcomputer-based statistics laboratory accessible to students in grades six through eight. A variety of software is available. Some of the graphing possibilities are illustrated. (MNS)

Two posters are presented that emphasize graphing in a Halloween setting. Both provide practice in reading and interpreting bar graphs. (MNS)

Six different methods were used by students to solve the problem of finding the area of a given trapezoid. A seventh method used by textbooks is also discussed. (MP)

Discussed is a constructivist view of mathematics education. The basic tenets and goals are described. The role of the student and teacher are highlighted. The constructivist and traditional views of instruction are compared and contrasted. (KR)

Three examples of problems that can be adapted to different grade levels and abilities and used to help children develop problem-solving skills are discussed. Some of the specific approaches recommended for teachers in helping students to find solutions are detailed with each example. (MP)

Discusses ways to simulate a probability problem of interest to middle school students in which students calculate the average number of packets of trading cards purchased to obtain a complete set of cards. Simulations utilize a spinner, a table of random numbers, and a computer. Includes the BASIC program utilized in the simulation. (MDH)

Potential uses for computers include: programing the solutions to problems; simulating situations in order to test hypotheses; gaming, as a study of probability and statistics; and practicing, testing, and tutoring. (MP)

Teaching about areas of lattice polygons is combined with Pick's theorem, using a game format. The activity is suitable for grades 6-8. (MNS)

An activity for grades seven and eight using goldfish crackers is described. Students set up ratios and proportions to describe relationships between the sample and the total. (MNS)

Given is an alternative to individual divisibility rules by generating a general process that can be applied to establish divisibility by any number. The process relies on modular arithmetic and the concept of congruence. (MNS)

Ways in which teachers can involve students in planning the curriculum are presented. A five-step approach is outlined, involving a planning session, identification of interest areas, creation of individual study plans, evaluation, and feedback. (MNS)

A variety of ideas for working with money are presented. Activities provide experience in counting nickels and dimes, counting money and making change, determining sale prices by computing the percentage off a base or regular price, and keeping a record of current balances in checking and savings accounts. (MP)

The activity described helps students develop facility in working with two-dimensional coordinate systems. Many students find the activity fascinating, so it can be used to motivate students to become involved in a number of explorations and to engender positive attitudes toward mathematics. (MP)

Exponential growth provides an interesting setting for exploration. A sequence of activities and questions which will help students become better acquainted with large numbers and scientific notation, as well as computer notions, is given. (MNS)

Discusses how students construct mental images that aid estimation skills in the measurement of angles. Reports research identifying four strategies that students use to estimate sizes of angles. Strategies include utilization of the mental images of (1) a protractor; (2) a right angle; (3) a half-turn; and (4) angles of a polygon. (MDH)