A discussion of intuition, doubt, and surprise in mathematics arising from a problem involving rational points and lines. (RS)

Described is a bingo-like game for classroom drill with fractions and their equivalents. (RS)

Models for division are discussed: counting, repeated subtraction, inverse of multiplication, sets, number line, balance beam, arrays, and cross product of sets. Expressing the remainder using various models is then presented, followed by comments on why all the models should be taught. (MNS)

Provided are some ideas on teaching elementary numerical methods to sixth-form students. Comments are included on the syllabus recently introduced at Advanced Level in Hong Kong. (MNS)

The relation between the area of a rectangle and its perimeter is clarified by looking at patterns. Several examples involving rectangles with integral sides are presented. (MNS)

Teaching suggestions for graphing the function y=sin 1/x and the greatest integer function are given. (MK)

An example is presented that can be used to introduce the study of limits of sequences through recursive formulas yielding square roots. (MP)

A proof is given of the irrationality of the square root of 2 which depends on notions of terminating and repeating decimals. (MP)

Topics discussed include: maximizing the volume of a box, finding different size squares on a geoboard, the angles formed by the hands of a clock, and questions related to three consecutive integers. (MP)

Topics discussed are: triangular numbers; three proofs of the surface area of a sphere; reverse notation; highest common factors; square roots from a graph; and clock geometry. (MP)

Reactions to a two-week workshop are given. Conclusions are that chisanbop has presented a misleading picture and is highly overrated. (MP)

An activity is described that is designed to give students a chance to learn about speed by calculating their own running or walking speed and the speed of cars. (MP)