A dialogue between the heads of the science and mathematics departments at a British school is presented. The topic under discussion is the relationships between science and mathematics curriculum and instruction. (SD)

Experience with data processing must be included in courses dealing with computer science. A series of examples of data processing problems suitable for classroom use is presented. (SD)

The development and use of tests to diagnose need for remedial mathematics instruction by the Havering Mathematics Teachers Association is described. (SD)

Geometry students were randomly assigned to treatments in which they received (1) instruction in general problem solving procedures in addition to geometry or (2) regular geometry instruction. No significant differences attributable to treatments were found on a subsequent problem solving test. (SD)

Two approaches to the teaching of logarithms are described. One is essentially algebraic while the other involves integration. (SD)

A dialogue between a student and a teacher is presented. The topic is the absolute value function. The discussion ranges from elementary algebraic properties to deeper properties of the function. (SD)

An inconsistency between American and British accounting methods led the author to this problem whose solution involves linear equations and geometric series. (SD)

Geometric series are developed from accounting problems involving percent interest. (SD)

The isometric grid geoboard can be used to demonstrate the nine-point circle theorem. (SD)

Similarity of parabolas and other conic sections is discussed. The theorem "Any two parabolas are similar" is deduced. (SD)

After arguing that secondary students are often inept at solving word problems, and that this may be caused by their disinterest in the problems typically presented, the author presents eleven problems she considers to be more relevant to student interests. (SD)

Explains the terms "naturalistic" and "formalistic" as they apply to mathematics. Outlines the problems involved in deciding what kind of mathematics is appropriate for the average sixth former. Identifies new ideas in the applicability of mathematics and presents a case for teaching mathematics from a naturalistic point of view. (GS)

The converse of a familiar construction problem is explored, and a partial solution presented. The general problem is "Given a segment with length whose square is x, construct a segment with length 1." (SD)

An annual mathematics contest which includes oral presentations by participants is described. (SD)

The authors recommend introducing complex numbers by first studying the integers modulo seven. (SD)