Mathematics is considered a performing art. Examples illustrating this view are presented. Activities discussed are from the Madison Project materials and the mathematics program at University High School in Urbana, Illinois. Activities stress inventing strategies for attacking problems for elementary and secondary school mathematics. (RH)

Considers a trigonometric solution to a standard calculus minimization problem. Presents a geometric solution which can be used to solve other trigonometric or algebraic problems. (PK)

Presents four problem-solving activities which require only simple, readily available materials. Comments about the activities and ready-to-duplicate worksheets are provided for each activity. Activities are suitable for students in the lower secondary grades. (JN)

Answers and justifications for an interesting problem on the Advanced Placement Calculus AB Examination are discussed. The problem provides diverse ways in which students can gain appreciation and understanding for the subject. (MNS)

Plotting a polynomial over the range of real numbers when its derivative contains complex roots is discussed. The polynomials are graphed by calculating the minimums, maximums, and zeros of the function. (MNS)

Presents a sample lesson plan (suitable for grades 6-10) and examples of other problems useful in teaching data processing skills. The plan (focusing on planning investigations, data collection, and data processing) is based on the Data Processing Operation Guide, a 10-step model of intellectual operations that can be used in problem solving. (JN)

Beginning with more than 60 mathematics problems commonly taught in middle and high school, this book shares the excitement and mystery of mathematics, shows students how 60 mathematicians discovered mathematical solutions, and demonstrates how these discoveries can be applied to everyday situations. Each chapter presents the historical background…

An attempt is made to show that algebra is rarely obvious, and merely expecting children to learn rules is an oversimplification. Sections cover: (1) The Non-visual Nature of Algebra; (2) The Apparently Arbitrary Nature of Algebra; (3) The Relationship Between Symbolism, System and Question; (4) The Complex Nature of Algebra; and (5) Some…

A systematic study of the mathematical competence of all first-year engineering undergraduates at Plymouth Polytechnic, England is described. Results of a remedial mathematics program geared towards individualized instruction are presented. (MP)

Ten factors that can lead to a lack of use or misuse of hand-held calculators in elementary school mathematics are reviewed. (MP)

Two problems are presented and discussed as a means of demonstrating that the calculator can play a more important role in the mathematics class than simply as a computational tool. (MP)

Presents an activity for constructing and solving radical equations which can be done with or without the use of graphing calculators. Highlights one method that two students used to solve radical equations. (ASK)

This activity for grades three through six determines how to identify the gross tonnage of a ship by measuring volume in cubic feet. During the problem-solving process, students construct and use a tool for measuring volume, derive a formula based on data collected, and compare their data with a given set of statistics. (AIM)

Discusses the implementation of teaching estimation as portrayed in the NCTM Standards. Presents two instructional examples. (YP)

Discusses the benefits and possible side effects of learning mathematics through routine exercises. Suggests some teaching strategies including different exercises, different symbols, making examples, and counterexamples. (YP)