Presents a project developed for students in grades 9-12 that uses real-world statistical data presented in the print media. (ASK)

Describes an activity on fractal geometry in which students built a 19-foot-tall Sierpinski pyramid in the Minneapolis Convention Center in conjunction with the National Council of Teachers of Mathematics' (NCTM) 75th Annual Meeting in April, 1997. Contains 13 references. (ASK)

Presents an activity that focuses on the features of ellipses and the concepts of limit and infinity. (ASK)

Shares some explorations of Fibonacci sequences with a special focus on problem-solving and posing processes. (ASK)

Presents an activity in which the subject is the identity of the team in the greatest jeopardy of becoming the big loser in a basketball tournament. Explores several facts about the big loser, offering them in a hierarchy appropriate for creating various short- and long-term projects for a high school mathematics class. (ASK)

Provides examples of the uses of proportions from the fields of mathematics and science. (ASK)

Features a brief description of fractals and their characteristics, some example activities, and an argument for including fractals in the mathematics curriculum. (ASK)

Produces algebraic solutions by reducing the problems to equations and arithmetic solutions that do not use variables. Investigates how the arithmetic solution helps students better understand the problem before they approach it algebraically and how logic used in solving the problem arithmetically can be directly linked to the algebraic…

Presents six examples illustrating both the way in which the level of mathematical demand has been raised, and ways in which the response has sometimes been inadequate with the use of graphing calculator technology. (ASK)

Illustrates how engagement in worthwhile mathematical tasks can provide rich opportunities for professional development. Presents different solution strategies for the effective tax rate problem. Emphasizes that, to help students recognize differences among the preceding arguments, teachers need to recognize reasoning based on part-whole…

Presents activities to cultivate the tendency to see special qualities in numbers that can be played on certain calendar days. Includes games on the constant of the day, Fibonacci and golden ratio dates, primes, powers, December 25, and the day of the year. (ASK)

Recognizing geometric shapes and noting their special properties are important steps in learning geometry. Offers the use of geoboards and emphasizes that much of what teachers want students to learn about squares, rectangles, and trapezoids can be accomplished with geoboard figures. Presents activities on quadrilaterals using geoboards. (ASK)

Presents and discusses examples that can be used to develop the concept of slope as a rate of change through three modes of learning: (1) visualization, (2) verbalization, and (3) symbolization. (ASK)

One of the biggest hurdles in teaching statistics is convincing students that the area under curves has anything to do with all the samples, histograms, and various other indicators to which they have been exposed. Presents two examples to illustrate this phenomenon. (ASK)

Explains and demonstrates a procedure that is commonly used to determine the reliability of a test in such a way that a person who has modest arithmetical skills can carry out the same analysis on a classroom test or examination. (ASK)