A discussion is given of the nature of spatial ability and a rationale is provided for use of spatial activities such as tiling, tangrams, and polyominoes. (MP)

Examined are the problem similarity dimensions perceived by a student when classifying mathematical word problems as related and the relationship between a student's perception of problem similarity and performance on achievement tests. (MP)

In order for the microcomputer to be effective in the classroom, methods must be developed that enhance teaching in ways that are evident and that make life easier for the teacher. (MP)

Forty second-year algebra students were interviewed while solving eight problems. Data from the interviews included frequencies of problem-solving processes and scores on the test. Conceptual knowledge accounted for 50 percent of the variance. (MP)

Specially designed materials were used for teaching trigonometric ratios to 131 ninth- and tenth-grade students, one group using calculators and one not. Results on achievement were mixed. (MP)

Problem-solving processes used by concrete- and formal-operational eighth-grade pupils were investigated through interviews. Formal-operational pupils used a larger variety of processes. Also, a larger variety of processes were used on more complex problems. (MP)

This discussion of ways to use spirolaterals in the classroom includes making conjectures, hypotheses testing, and proofs, as well as a number of examples. (MP)

A systematic search is given for products where reversing the digits does not change the answer. Related questions are suggested that can be solved by the same discovery approach. (MP)

The use of a multiple approach using both geometric and algebraic contexts is suggested in teaching concepts. Several examples are given including area and multiplication, length and number, and functions and power. (MP)

Sixty-three high school geometry teachers and college mathematics educators rated each of 35 geometry objectives on a scale from very important to unimportant. Results of these ratings are reported and discussed. (DT)

When high school mathematics grades and test scores were analyzed, findings showed that high- and middle-ability students who had a modern mathematics course in the seventh grade received significantly higher grades in Algebra I, II, III, and Geometry than did students who had a traditional seventh grade mathematics course. (DT)

Painting a cube, breaking it into smaller cubes, and finding how each of the smaller cubes is painted are used as the basis for a geometry activity. (DT)

Reasons for learning mathematics are given, then reasons for the amount of mathematics being taught and the depth to which it is taught are analyzed. (DT)

The use of the Mira, a geometric device for studying reflections, is discussed. Proved are that all Euclidean constructions can be made with a Mira and that the Mira can be used to trisect an angle. (DT)

A cake recipe is given in terms of calculus problems, where the solution to the problem tells the amount of ingredients to be used. (DT)