This article discusses the organization and development of a mathematics program that is largely individualized although some group lectures and assignments are used. Frequent examinations are used as guide posts and to aid selection of students for the multi-track system that appears from the third year on. (LS)

This article points out that many students, even of college age, lack familiarity with and confidence about probability problems. Several examples are given, including a "fair game" situation which would probably cause many readers some initial concern. (LS)

Discusses terminology used by teachers for the symbol "-x" which cause students to become confused. Suggested methods of avoiding this confusion are presented. (JP)

Reports discriminate analyses using data from several National Longitudinal Study of Mathematical Abilities (NLSMA) measures for two groups from the NLSMA Y-population, high and low geometry achievers. The analysis correctly classified from 75 percent to 95 percent of the groups, depending on the measure used. (JP)

Grade nine students (n=116) were assigned to five different algebra word problem test versions: textbook, student, pictorial, textbook plus pictorial, and student plus pictorial versions. Analysis by IQ levels yielded results different from those obtained in previous studies. (JP)

Fundamental concepts of symmetry and rigid motion are developed through activities using polygonal shapes made up of six congruent equilateral triangles. (DT)

Modular arithmetic is used to find the frequency of Friday 13th's in any year. (MM)