Presents the dice game "Drop Dead" as an example of an absorbing Markov chain. Determines the expected length and expected score of a turn of the game. (ASK)

Presents an activity on solving equations of the form ax+b=Sqr(cx=d) using graphing calculators. (ASK)

Presents the classroom activity of finding a Hamiltonian circuit that helps students understand the properties of geometric shapes and symmetry. (ASK)

Presents lessons with activities that integrate a science unit about seasons, energy from sunshine, and radiation from the sun, with a mathematics unit about angles and trigonometric functions. (ASK)

Highlights the argument that states that problem solving is much more than just solving problems, by focusing on problem-solving history, George Polya's view of problem solving, Asians' successful use of multiple intuitive solutions, and other examples. (ASK)

Discusses the importance of the use of rich problems to challenge gifted students. Highlights the characteristics of challenging problems and projects, and presents examples of these kinds of questions. (ASK)

Discusses how students fail to recognize the underlying equivalence when the same set of points is represented by a graph or an equation or a table. Presents activities in which more than one form of representations of the same information are included. (ASK)

Presents an assignment given to students to produce a report on perfect numbers and their properties. Summarizes the history of perfect numbers and their features. Recommends spreadsheet, theoretical, and programming activities on perfect numbers. (ASK)

Presents an interesting problem intended to introduce students to an application of algebra and to help them make the transition from arithmetic to algebra. Uses different problem representations including making successive approximations, interpreting graphs, and solving equations. Discusses pedagogical issues involved. Contains 11 references.…

Presents an analysis of a teacher's teaching of the lesson about finding decimal estimates for fractions. Continues with a conception of the mathematics curriculum entitled Middle Grades Mathematics Project. Contains 13 references. (ASK)

Discusses the difficulties observed in the transition from teaching arithmetic to teaching algebra. Future teachers (n=164) were questioned regarding to what extent they were able to shift back and forth between teaching methods within the context of problem solving. Interviews were conducted individually and in a dyad format. (AIM)

Presented is an example of a typical geometry theorem which can be used to create geometry test questions and geometry contest questions. Thirteen problems are suggested. (CW)

Discusses the advantages of keeping a class log. Describes how to write a log and provides tables for directions and evaluation. (YP)

Describes a five-number summary which is a display of the minimum value, lower quartile, median, upper quartile, and maximum value. Indicates how to draw box plots as graphical representations of a five-number summary. (YP)

Presents examples illustrating how to teach statistics in connection with mathematical concepts. Describes using percentage problems and graphing problems in the classroom. (YP)