The generation by computers of random numbers is discussed. A BASIC program is given that will generate a set of normally-distributed random numbers. (MP)

A geoboard-related extremal problem dealing with both concave and convex polygons is discussed and a proof is given of the solution. (MP)

Two statements concerning magic squares, considered as 3x3 matrices, are discussed and their proofs given using only high school level techniques. (MP)

The reported study is an attempt to investigate possible interaction between criterion measures of learning and retention of material and figural-inductive and symbolic-deductive methods of presentation. (MN)

Methods of guiding students in project-type activities that help to develop reading skills in mathematics (especially in the use of text and references materials) are suggested. (DT)

Questions which stimulate discovery learning are asked concerning polygons and curves drawn on an integral lattice. (DT)

The place of Euclidean deductive geometry in the secondary school curriculum is considered and implications for mathematical education are highlighted. (MN)

A nontraditional approach of graphing equations using parallel axes produces some dual concepts when compared to graphing equations with the traditional perpendicular axes. (JT)

A word game is suggested for use as an informal introduction to proofs. (JT)

Tests for divisibility of integers are derived and described. (SD)

The often-neglected strategy of looking back is discussed, with an example. Considering what-if-not is described with generalizations of the problem. (MNS)

Presents a classroom-tested, easy-to-use, multipurpose program (written in Applesoft BASIC) for graphing equations. A complete listing of the program (which is suitable for a wide range of applications in grades 7-12 mathematics classrooms) is included. (JN)

Discusses students' uses of certain programs, in contrast to writing them. Three programs are discussed: one on nonreal roots, one on dividing polynomials by quadratic polynomials, and one on "unfactoring." (MNS)

Two high school general mathematics classes with similar pretest scores were taught a unit on percentages, one with a cooperative and the other with an individualistic goal structure. At posttest, the cooperatively goal-structured class demonstrated significantly higher achievement than the individualistic group. (Author/MT)

The development and role of algebra in the curriculum are traced historically. The slow development over centuries is emphasized. (MNS)