The author shows how a rapid computational "trick" can lead to an investigation of Fibonacci-type sequences. (SD)

This paper discusses ways of discussing limits in the secondary classroom. Particular attention is paid to showing that hypothesized answers are not limits to given sequences. (SD)

Stresses that powers are all based on geometric progressions which start at unity. Various patterns are discussed. (MNS)

An algebra class asked: What is the smallest positive integer that is divisible by each integer less than or equal to ten? Students discovered factorials and a solution. Verifying the solution produced a series of numbers. Successive differences between entries, triangular arrays, and successive quotients finally led to Pascal's triangle. (KM)

Discusses the importance of identifying and describing the pattern by students in algebra class. Provides some examples showing the usefulness of the method seeing the pattern from mathematical materials. (YP)

Presents a brief definition and examples of residue designs while sharing some of the algebraic thought that a student used to form generalizations about the patterns discovered during the investigations of residue designs. (ASK)

Four activity workshops are suggested which might be used for several different purposes. The reproducible worksheets address clock patterns, patterns with tides, extending Pythagoras, and fractions extended. (PK)

Described is a learning activity that requires students to observe, read, and interpret graphs and organize and describe data. Included are the grade level, materials, objectives, prerequisites, directions, answers to questions, and copies of handouts. (KR)

This article describes a way in which the computer can be used by students in exploring patterns and solving problems associated with number theory. BASIC programs are described, along with classroom questions and procedures that aid in implementation. (Author/KR)

Described are activities that use a hundred chart to improve student abilities to recognize and describe number patterns, to use variables, to make and informally prove conjectures, and to communicate mathematical ideas to classmates. Included are the directions, four reproducible student sheets, the answers, and extensions. (KR)