Explores a birthday-related problem that asks about the probability of having people with the same birthday in a room. Utilizes spreadsheets to work on the problem and discusses related teaching issues. Contains 20 references. (ASK)

To introduce students to the concept of proving a theorem, a simple deductive system is necessary where the rules are few and can be understood quickly. Presents games with this aim in mind. (ASK)

Explores how students interpret algebraic notation and what teachers can do to support appropriate interpretations. Presents two research-based strategies and concludes that in the face of reform and technological advances, finding a definition for symbol sense takes on added significance. Contains 22 references. (ASK)

Investigates the cereal box problem using both an experimental and theoretical framework, and Monte Carlo methods. Using empirical data, students can discover patterns and relationships that help them understand the origin of the theoretical solution to the problem. Contains 17 references. (Author/ASK)

Uses match sticks to construct various polyhedra in the Euclidian space R3. Formalizes the idea of a match-stick construction and characterizes all obtainable points with such constructions algebraically. Specifies all the constructible ones among the uniform polyhedra. (Author/ASK)

One way to assist students in developing correct intuitive ideas about the effect of sample size is to allow students to simulate similar problems. Describes experiences with classes performing simulation using graphing calculators. (ASK)

Describes a discovery-based geometry unit that keeps students actively involved in their learning. Highlights how geometry surrounds students every day. (ASK)

Uses instructional practices based on the van Hiele model to help students better conceptualize perimeter and area. (ASK)

Presents a method for introducing students to broken-line functions with unbroken domains. Concludes that a unit on broken-line functions should enhance students' understanding of the function concept. (ASK)

Presents remarks adapted from the presidential address given at the 1999 annual meeting of the National Council of Teachers of Mathematics (NCTM). Explains that the mathematics classroom teacher must create an environment that supports students, mathematics growth at many different levels, and ways in which to accomplish this. Considers changing…

Because one of the difficulties with the standard presentation of the Fundamental Theorem of Calculus (FTC) is that essentially all functions used to illustrate this theorem are taken from earlier material, many students never fully appreciate the essential role played by continuity in statement and proof of FTC. Introduces the sim x function that…

Presents a student project in which students need to design a drainage system for a simple parking lot to study volumes of right cylinders and solids. Provides project assessment guidelines, which list a scoring criteria for this project. (ASK)

Shares a problem-solving activity in which the aim is to find out how fifth-grade students would approach a nontraditional problem in which several conditions had to be met. Asks teachers to consider student observations in their teaching. (ASK)

Uses tangrams and a seven-piece mosaic puzzle to construct triangles, investigate relationships among them, and compare the results from the two puzzles. (ASK)

Offers a real problem for students with younger siblings that uses a board game and illustrates the use of modeling and simulation. (ASK)