Three worksheets explore perfect, deficient, abundant, and amicable numbers by attaching mystical connotations to numbers and their divisors. (JT)

Patterns that appear in the repeating digits of a decimal are used to help convince students that any infinite repeating decimal can be written in the form of a rational number. (JT)

Teaching ideas are shared in three separate articles titled, "Something Different for Middle School Mathematics,""A Discovery Approach for the Y-Intercept," and "How to Get Off the Track in One Easy Lesson". (JT)

The curriculum for precalculus mathematics is discussed and divided into three important areas of study: polynomial algebra, exponents and logarithms, and the circular functions. (JT)

A theorem and its proof on the rationality of the base and exponent of a power, as well as the power itself, are presented. (JT)

Describes a program that makes a teacher accountable for students' failures. A prototype system for diagnosis, prescription, implementation, and collection of feedback is being tested in three high school elementary algebra classes, and preliminary results show a 40 percent decrease in student failures. (VT)

The origin and purpose of the Scholastic Aptitude Test is discussed along with the mathematical content of the test, test development and assembly procedures, tryout of new questions, score trends, curricular considerations, and special instruction to improve SAT scores. Thirty sample questions are provided in the Appendix. (MN)

The purposes and content of the ACT Mathematics Usage Test are discussed along with test development, administration, scores and score reports, research, and trends in test scores. Twenty sample questions are provided. (MN)

A description is given of a classroom activity for grades seven through twelve which involves the construction of replicating polygons. Worksheets and solutions are provided. (MN)

A sequential but non-axiomatic high school geometry course which includes Euclidean, transformation, and analytic geometry and vectors and matrices, and emphasizes the invariance property of transformations, is outlined. Sample problems, solutions, and comments are included. (MN)

The author argues the case for having students learn mathematics while developing mathematical models for real situations. Examples of mathematical models and modelling possibilities are given for various fields of interest. (MN)

This paper contains a part of the text of a theme paper read at the Sixth Biennial conference of the Australian Association of Mathematics Teachers. The author reviews the accomplishments and problems of the past ten years and offers recommendations. (SD)

Examined are the arguments related to whether traditional or new mathematics curricula better prepares students to write proofs. Analyzed are "proofs" presented by students; the author argues that the ability to produce a proof depends upon the cognitive level of the student. (SD)

A problem concerning the generation of an array of numbers is posed. The author examines the use of this problem in several secondary-school and college classes. (SD)

This committee report presents survey results on the extent of the use of computers in British secondary schools, attitudes toward their use, and ways they are used. Future directions are discussed. (MNS)