To help explain the relationship between board activities and mathematics education today, the creation and evolution of the College Board are described. The development of the Advanced Placement computer science course description and examination are noted particularly. (MNS)

Uses of the historical approach to the teaching of mathematics throughout the last century are discussed. Examples from turn-of-the-century tests are provided, and the place of history in Mathematics teaching today is explored. (SD)

Extracts from booklets providing critical reviews of and recommendations related to textbooks of the Nuffield Mathematics Project are presented. (SD)

"Root multiples" are defined, and problems involving "root multiples" are explored. (DT)

Worksheets are provided which lead students to discover and apply the formula for the number of diagonals of a polygon and to play and analyze the game of SIM. (DT)

An approach to absolute value is described which emphasizes the metric property of the absolute value function and the fact that the real number form an ordered set. (DT)

Methods of constructing polyhedra models are described. (DT)

The cognitive range of 13 geometry teachers' questions was analyzed, and the extent to which these teachers asked questions at each of the four levels was analyzed. Findings showed significantly more comprehension questions than memory, application, or higher-level questions, and significantly more memory and application questions than…

How can a principal respond to community questions on the validity of "new math"? This article gives a comparative analysis of the old and new, and describes a potential prototype for math programs of the future. (Editor)

The mathematics encountered when building a geodesic dome is analyzed and explained. (DT)

A method for using a geoboard to calculate the area of a polygon is described and explained. (DT)

Issues raised by the NACOME report in the areas of calculators, computers, the role of women in mathematics, the role of the teacher, evaluation, and curriculum development are discussed. (DT)

Fifty-one metric education projects receiving USOE grants are listed. For each project, the director, the sponsoring institution, the amount of funds awarded, the name and the location of the project are given. (DT)

Reasons for not teaching the metric system to youngsters at the present time are discussed. (DT)

Problems concerning the number of arrangements of eight unit-cubes, volume, and surface area are presented in the worksheet on cubes. (DT)