Geometry is revealed as one of the most universal and useful tools in all parts of mathematics, with the idea of a "pure" geometry divorced from algebra an historically recent idea. (MP)

A calculator solution of a simple computational problem is discussed with emphasis on its ramifications for the understanding of some fundamental theorems of pure mathematics and techniques of computing. (Author/MK)

The possibility of teaching students to recognize and apply problem-solving strategies used by experts is explored. (MP)

The possibility of improving problem-solving performance and increasing interest in mathematics by incorporating calculators in the mathematics curriculum was investigated. Results indicate that teachers can experiment with calculators in the classroom without fear of endangering computational skills and a thoughtful program integrating…

Describes the Interactive Mathematics Program (IMP), a four-year curriculum that teaches algebra, geometry, and trigonometry together in a problem-solving process emphasizing logical analysis, inference, and deduction. Because the program presents mathematics in real-world contexts, teachers need time for consultation and planning. (LMI)

Clarifies the relationship between oral reading accuracy and the ability to solve worded arithmetic problems using literature reviews. Discusses the implications of oral reading and lists eight guidelines for mathematics teachers. Thirty-seven references are listed. (YP)

Discusses solving inequality problems involving linear programing. Describes the usual and alternative approaches. Presents an intuitive approach for finding a feasible solution by maximizing the objective function. (YP)

Identifies and describes three steps where connections between written symbols and understandings can be made: (1) developing meaning for symbols; (2) developing meaning for rules; and (3) checking the reasonableness of solutions. (YP)

Investigates English students' strategies for addition and subtraction problems. Suggests some teaching methods for the results. (YP)

Describes the understanding, nature, and meaning of mathematical culture and the implications of mathematical culture for mathematics education. (YP)

Shares different students' solutions for a problem entitled How Much Film?, which appeared in the November 1997 issue of Teaching Children Mathematics. The problem has to do with how many rolls of film are necessary to take 687 pictures. (ASK)

Describes a problem-solving lesson involving 24 attribute blocks in which students discuss relationships between patterns, colors, shapes, and quantity. (ASK)

Demonstrates examples, one of which is an extension of "guess and check," to include variables rather than numbers. The quadratic equation az2+bz+c=0, is solved by assuming a complex solution of the form z=x+iy. Explores the use of deMoivre's theorem in deriving trigonometric identities with other examples. (Author/ASK)

Presents responses to the pattern problem that appeared in the November 1998 "Problem Solvers" section of this journal. (ASK)

Presents graphing calculator activities that rely on resolving the magnitude and direction form of vectors into their Cartesian components so that they are suitable as applications for vector or trigonometric relationships for years 10-12. (ASK)