Afurther analysis of a brainstorming technique, described in an earlier article, which can be used to encourage mathematics students to pose new problems. The technique should also be valuable to teachers and curriculum writers. (FL)

Compares achievement of eighth grade ability groups using two modern and one traditional mathematics textbooks. Concludes that learning of traditional concepts was not affected by materials; modern concepts and mathematical knowledge were learned best from modern programs. (JM)

A description of visual aids which are useful in discussing rotations of geometric figures is presented. (FL)

Includes short discussion of perimeters of regular polygons having fixed areas, Fibonacci numbers, triangle transformations, transformational matrices, round-off errors, and a mathematical model for musical keys. (RS)

The reason for the inability of students to master the solving of word problems in algebra is identified as the failure to organize and analyse the problems. The author's approach to the solution of these problems, involving writing symbols for the unknown(s), generating equations, solving the unknown(s) and interpretation is presented through…

Presents procedures, findings, conclusions and recommendations of a survey conducted in 1968 to determine the status of geometric content in the mathematics curriculum of 156 middle schools located in the geographical area of the North Central Association of Colleges and Secondary Schools. Data pertaining to the mathematics textbooks and…

Korean secondary school students preparing for college learn about a simple algebraic formula for area bounded by a parabola and line. The approach does not seem well-known among American students. It is noted that, while the formula derivations rely on integration, algebra students could use the formulas without proofs. (MP)