Discusses the importance of practitioners planning to exploit the motivational potential of the outdoor environment and supporting children's spontaneous learning across all aspects of mathematics. Presents outdoor activities, each of which involves several learning goals across all areas of mathematics. (KHR)

Recounts 6th grade students' investigations of combinations and graph theory that arose from a claim made on a Steak'n Shake menu. (YDS)

Illustrates how an activity called Incredible Equations was used to develop 2nd grade students' number sense and number concepts. Includes student-created equations and an analysis of the mathematics they learned. (Author)

Offers activities that focus on investigating and exploring questions related to time, calendars, and the New Year. (Author)

Describes a combinatorics problem involving pizza toppings. Includes three activity sheets. (Author/NB)

Describes a calculus review game based on the popular game show "Wheel of Fortune." (Author/NB)

Describes an activity in which students develop a conceptual understanding of the formulas of the circumference and area of a circle by exploring pi. (YDS)

Presents an activity in which students investigate geometric probability at a school fair. (YDS)

Presents responses to the Fair Share Problem. (Author/YDS)

Encourages students to use one another's ideas as a basis for thinking and learning about mathematics. Develops rich classroom discourse building upon a classroom community. (YDS)

Describes how using the familiar "Magic Triangle" puzzle with a class of 4th grade students contributed to the development of a supportive mathematical community. (Author/NB)

Presents math games with die designed to help students learn addition, subtraction, and multiplication while having fun. (KHR)

Presents an activity that explores the completion of squares from the geometric point of view. (ASK)

Discusses the origins of logarithms and calculations with logarithms. (ASK)

Revisits and discusses the polar bear problem that was published in the March 1997 issue. The problem concerns a riddle: If you walk one mile south, one mile east, and one mile north, and end up in the same spot as you started, what kind of bear would you see? (ASK)