Introduces a project in which students use dynamic geometry software with a TI-92 graphing calculator to study geometric constructions. Concludes that interactive technology can enhance the geometry curriculum and better meet the needs of visual and tactile learners than the traditional approach. (ASK)

Provides evidence of differences in students' ability to solve problems with and without a computer algebra system. Indicates that almost without exception, the TI-92 students were more successful at symbolically solving problems than comparison students. Observes improved performance on all three levels of problems: (1) directive computational;…

A method for teaching problem-solving skills to mathematics students is presented. By subtly incorporating engineering applications, the students are simultaneously exposed to an effective outreach programme. The process includes offering a complex problem that challenges students' abilities. Before allowing the students to become frustrated, the…

This article discusses a relatively unnoticed application of mathematics by describing its connection with an aspect of music, in particular, the musical scales. Stemming from a problem found in a Year 9 mathematics textbook commonly used in Singapore, the article illustrates the role of mathematics in musical scales by first considering the…

This article describes a set of problem-solving tasks that may provide opportunities for students to make sense of proportional reasoning. (Contains 1 figure.)

This article addresses misconceptions related to what makes an unfair game fair and describes from a personal perspective the process of discovering for oneself when a particular mathematical method works. (Contains 3 figures and 2 tables.)

This article describes how we have used children's picture books to explore linear and exponential functions with prospective teachers and middle-grades students. (Contains 2 tables and 2 figures.)

This article examines research to explore whether the use of manipulatives is an effective tool in teaching mathematics concepts and reasoning to middle-grades students.

In Flanders, 2 classes per school were selected to participate in TIMSS. Therefore, a multilevel model with an intermediate level could be implemented. The data collection was extended with additional questionnaires and an intelligence test. The empty model revealed that 57% of the variance of mathematics scores was situated at the student level,…

This paper describes students' solutions to a commonly taught and not commonly taught inequality. The findings showed students' difficulties. Participants implicitly and explicitly exhibited two intuitive beliefs: inequalities must result in inequalities and solving inequalities and equations are the same process. Following the analysis of…

Nowadays, mathematics has come to be increasingly put into practical use in various fields in society. However, Japanese students dislike mathematics. The purpose of this study is to consider the significance of teaching modelling. In this paper, I take up "Fuzzy modelling" as teaching material for senior high school students. As a…

Two-hundred and thirty-one students in 6 Grade 9 classes in 2 secondary schools in Thailand attempted 54 pencil-and-paper tasks related to linear equations and linear inequalities immediately before and after they participated in 13 lessons on those topics. Students' written responses, and transcripts of pre- and postteaching interviews with 18…

This article discusses how a teacher can prepare the terrain for students to understand what it means to define a figure. Drawing on writings from mathematicians and mathematics educators on the role of definitions in mathematics, the authors argue that students develop a greater appreciation for the conciseness of a mathematical definition if…

In this article, the author talks about an allegorical tale which he has written as a message for teachers of mathematics. The story is about Gordon, who led a flock of small sheep. Gordon was a mathematics genius; however, his flock criticized his teaching of numbers and his boring lectures. His furry-god-farmer advised him to share his…

Using a national longitudinal sample of 5,257 young people who were pursuing the bachelor's degree, we studied how credits in intensive high school mathematics courses affected their completion versus noncompletion of the degree. Finishing one unit in any of four intensive math courses more than doubled the likelihood that participants would later…