Using a proportions approach to solving the three types of percent problems is discussed, with a drawing of a comparison scale. (MNS)

Topics which should be emphasized in the secondary school mathematics curriculum are noted. The importance of problem solving is stressed, with some specific illustrations. (MNS)

Finding a fractional number equal to an infinite decimal is solved by two usual methods. Then a third method is discussed that allows students to avoid having to confront the idea of an attained infinity of symbols. (MNS)

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)

Reprints three items that appeared in the media that were developed into mathematical problems. Items include a commentary called Junk the Penny, a sale advertisement for a department store, and a sports column with statistics. Eighteen questions are provided along with answers. A graphing calculator is suggested for some problems. (PVD)

A project is described where the ultimate goal is to teach students methods of problem solving through an industrial engineering environment. Students practice sharing responsibility, understanding group dynamics, using resources efficiently, meeting deadlines, using mathematics in oral and written form, and applying the appropriate mathematics.…

Describes different solution strategies used by students for a problem on the cost of talking on the phone. (YDS)

Poses the Fractionberry Pie problem to teach students fractions. (Author/NB)

Presents the March Mathness problem which allows students to mathematically analyze familiar situations. Uses sports as the analogy. (Author/NB)

Proposes a calculus curriculum combining formative knowledge, mathematical foundations, and instrumental knowledge in mathematics. Discusses each of these components, the organization of a core calculus course, and the use of problem solving in calculus instruction. (10 references) (MKR)

A collection of significant quotations related to mathematics education since the founding of NCTM in 1920 indicating policies and philosophies that foreshadowed the current Curriculum and Evaluation Standards and the Professional Teaching Standards. (MSD)

Presents Cevian geometry problems (involving a segment that joins a triangle's vertex to a non-vertex point on opposite side) that illustrate how to implement methods for developing flexible strategies of problem solving, finding multiple representations, and making connections to other areas of mathematics and the real world. (ASK)

Describes how elementary school teachers demonstrated for themselves and their students how using simple drawings and visualization can improve problem-solving ability. (ASK)

A new textbook was considered which included engaging, carefully sequenced problems to help students develop skill and understanding of division. The teacher's manual encouraged Boerst to provide opportunities for the students to share multiple methods for division in order to reinforce the idea that many ways exist to solve mathematical problems.

The new Grade-Level Content Expectations (GLCEs) are addressed meaningfully through the well-organized district curriculum and text materials that embody the coherence called for in the National Council of Teachers of Mathematics' (NTCM) "Principles and Standards." The GLCEs helped to fine-tune the direction of exploratory lessons and…