This paper describes the nature and use of a computer-assisted sequence of instruction in college-level mathematics. Units in differential and integral calculus and geometry are described. The authors claim that students acquire increased confidence in their knowledge and problem-solving ability. (SD)

Timing stoplights and trying to determine the best way to allocate cycle time to the two directions is discussed. The simple case and improving the model are both considered. (MNS)

Problems set in the real world help students see the relevance of mathematics. Topics that provide sources of real problems are discussed, with examples: mazes, packing, and networks. (MNS)

Gifted secondary students not only solved problems better, faster, and with less assistance than average pupils, but also processed information in a different fashion. (MNS)

Presents several examples of algebraic word problems and demonstrates how spreadsheets are used to solve the problems. Spreadsheet templates are included to illustrate how each problem is solved. (MBR)

Provided is an analysis, using concepts from geometry, algebra, and trigonometry, to explain the apparent loss of area in the rug-cutting puzzle. (MNS)

Six bonuses that students and teachers experience when using calculators are described. Then problem solving and creative problem-making are discussed, followed by practical suggestions for teachers who want to try calculators. Advice on personalizing the use of calculators and recognizing some of their limitations is also included. (MNS)

Solutions to a problem on seating arrangements and one on a box-office situation are discussed; a statistical approach is used. Four computer programs are included. (MNS)

Using questions to help students think mathematically and solve problems is discussed. The teacher's role is described, with a classroom example involving questions about a specific problem. (MNS)

One view of mathematical thinking is described, followed by detailing of the characteristics of a problem-solving program necessary to develop this kind of thinking. (MNS)

The author uses Stella the Spider as the main character in a number of three-dimensional geometry problems. Eight of these problems are discussed, with solutions. (MNS)

Use of the computer to simulate or imitate probability problems that are difficult to analyze in any other way is discussed. How the Monte Carlo method works is clarified, with sample problems and programs. (MNS)

This study involved 48 students ages 9 to 12. The 29 experimental group students, divided into small groups, performed learning exercises designed to improve skills in analyzing and processing expressions frequently included in addition and multiplication problems. The exercises helped significantly to improve problem-solving performance. (MNS)

A problem-solving strategy that appears to be highly successful is having children write their own word problems. The stages of prewriting, writing, rewriting and revising, and publication are each discussed. (MNS)

Two activities are presented. The first involves geometric concepts using the alphabet, while the second is a game to provide practice in finding factors of composite numbers. (MNS)