Illustrates how the Academy Awards can provide an excellent motivational tool in teaching probability and statistics and presents related activities. (ASK)

Discusses more effective uses of assessment techniques in mathematics classrooms. Presents some examples of powerful assessment techniques. (ASK)

Presents students' successful writing assessments which alleviate students' fears by assigning interesting trigonometry problems and places students in a setting in which they use critical thinking skills, express their ideas verbally with other students, express their mathematics in writing, and have fun. (ASK)

Presents an activity on the simplification of penguin counting by employing the basic ideas and principles of sampling to teach students to understand and recognize its role in statistical claims. Emphasizes estimation, data analysis and interpretation, and central limit theorem. Includes a list of items for classroom discussion. (ASK)

Poses and solves several related extensions involving enumerating squares and rectangles. Describes how problem extensions can be developed and used in the classroom to motivate and challenge teachers and students to exert themselves mathematically. (ASK)

Discusses the use of the Excel computer program to develop and distribute simple models that provide a clear visual representation of a chosen probability distribution's properties to students. (ASK)

Reports what real life contexts meant while teaching Year 11 Geometry and Trigonometry. Presents problems to support the teaching of a topic on vectors in three-dimensional space. Takes a critical look at five of the problems in view of students' responses to them. (ASK)

Students can form beautiful curves through a kinesthetic experience by using a dynamic geometry program. The examples included are parabolas, pursuit curves, spirals, and more. (MM)

Describes a student project that enables students to experience problem-solving strategies and construct their own understandings of the problem-solving strategies by researching the problem-solving process itself, uncovering and defining strategies that they can subsequently use to solve problems, and exploring the impact that attitude has on…

Presents an opportunity for students to become familiar with the fundamental premise of iteration for a new branch of mathematics that is known as chaos theory by using graphing calculators. (ASK)

The study of statistics can be enhanced by using real-world data and problems obtained from the Internet. Uses data on HIV infections in Asian and Pacific Islander females to teach both descriptive and inferential statistics. (ASK)

Shares some reflections about using simulations on the Internet to teach statistics. Discusses problems of learning statistics, Internet terminology, statistical resources on the Internet, interactivity, and problems related to the use of Internet resources. (ASK)

Diversity can be introduced in algebra without needing extra time. Explores three opportunities to encounter and engage diversity: (1) history; (2) multiple representations; and (3) object concept of function. (ASK)

Focuses mainly on a common example in technology-rich mathematics curricula, namely the line of best fit, followed by a discussion of two additional examples, interpolating polynomials and complete graphs. (ASK)

Presents an activity in which students use their skills as creative thinkers and writers and combine them with their knowledge of geometry to create their own class Book of Creative Geometry. (ASK)