A Reuleaux triangle is an example of a curve of constant width; the distance between parallel tangents is the same no matter which direction is used. A consideration of a particular set of Reuleaux triangles is offered which leads to a good example of problem-solving in geometry. (JN)

Presents an activity for students in grades 7-10 (with ready-to-copy worksheets and overhead projector transparency masters) designed to develop the problem-solving skills of making and reading an organized list and searching for a pattern, and to provide practice in using the general heuristics of the problem-solving process. (JN)

Offers reasons why algebra should not be taught in the eighth grade, suggesting that this subject be replaced by a challenging, engaging alternative. Also suggests enriching the mathematics program to bring more students into mathematics classes. (JN)

Discusses Newton's method for approximating the roots of functions, indicating that students who program in BASIC can learn and appreciate the method by writing their own programs. Includes a hypothetical dialogue between teacher and student about the topic; sample program listings; and problems assigned to students who have written programs. (JN)

Shows that Simpson's rule can be obtained as the average of three simple rectangular approximations and can therefore be introduced to students before they meet any calculus. In addition, the accuracy of the rule (which is for exact cubes) can be exploited to introduce the topic of integration. (JN)

Evidence was collected to support previous research findings that children prefer quantitative to formal methods of solving linear equations. They find formal methods difficult. How to help them become more receptive to learning formal methods is discussed. (MNS)

A brief review is given of some recent investigations into the use of mathematics in industry. Questionnaires and observations are each discussed plus the development of curriculum materials in several projects. (MNS)

The density and Monte Carlo methods for approximating the area under a curve, without relying on calculus, are given. A computer program is included. (MNS)

Challenges traditional use of logic in the mathematics curriculum, indicating how it may be better used. Explicit suggestions and justification for placing inferential logic in high school geometry and relegating most of the sentential logic to algebra are provided. Overviews of both forms of logic are also provided. (JN)

Study and exploration of the hexagonal shapes found in honeycombs is suggested as an interesting topic for geometry classes. Students learn that the hexagonal pattern maximizes the enclosed region and minimizes the wax needed for construction, while satisfying the bees' cell-size constraint. (MNS)

Methods for generating rational equations and some generalizations that can be used when writing classroom examples or test items are given. (MNS)

Described is the geometry of the antenna, particularly the reflective properties of the parabola and hyperbola, which determine the microwave path and concentrate the weak incoming energy. (MNS)

On the Australian Mathematics Competition, boys responded correctly to more questions than did girls, but this difference came largely from a handful of questions. Responses to questions where sex differences occurred are discussed. (MNS)

A random arrangement of two contrasting colors in a 20x20 array is used to facilitate students' understanding of the notions of randomness, independence, and long-run frequency. It can also be used to test some prevalent errors in probabilistic reasoning. Three activities are described. (MNS)

Merit pay for teachers is discussed. The use of student performance on standardized tests as the measure of merit and the loss of cooperation among teachers are among the reasons why the author considers merit pay a poor solution for improving instruction. (MNS)