Students were presented with the problem of finding all magic squares of order three. (SD)

A familiar Christmas song described as a second-year algebra problem is presented in "The Twelve Days of Christmas". Five strategies for solving inequalities are discussed in "Solving Algebraic Inequalities". (JT)

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)

One mathematician's view of real problems is given. Described (with some humor) are magic retail numbers, the highway bypass, the elliptical table, and the senior-class schedule. (MNS)

This section contains brief articles on triangular differences, when one is not equal to one, using calculators to check solutions of quadratic equations, and a county agents' problem. (MNS)

Sometimes the immediate use of an algebraic approach to solve a problem can obscure what is actually happening. The solution to one problem is described both algebraically and through a numerical approach. (MNS)

In two previous studies we investigated the non-routine problem-solving abilities of students just finishing their first year of a traditionally taught calculus sequence. This paper reports on a similar study, using the same non-routine first-year differential calculus problems, with students who had completed one and one-half years of traditional…

Discussed are techniques of presentation and solution of the Classical Cake Problem. A frosted cake with a square base is to be cut into n pieces with the volume of cake and frosting the same for each piece. Needed are minimal geometric concepts and the formula for the volume of a prism. (JP)

Illustrated is the mathematical analysis of a three-dimensional game using techniques from the calculus of finite differences. This game is an analog of the familiar two-dimensional game, Dots and Squares. (JP)

The following ideas are included: (1) solving a quadratic equation geometrically by completing the square, which helped a class of secondary physics students understand the formulas; and (2) a way of teaching factoring of quadratic trinomials that is based on the behavior of odd and even numerals under addition and multiplication. (MP)

An example is discussed in which a drill exercise, initially involving whole number addition, can be used to develop concepts in equations of many variables. (MP)

Based on information gained in an interview with a 12-year-old girl in grade seven, a rational reconstruction of the student's problem-solving strategy is proposed and compared with the strategies normally prescribed in contemporary school mathematics textbooks. (Author/CHC)