This paper examines some of the determinants of the length of time, in terms of Carnegie units of mathematics taken, that individuals spend studying mathematics in high school. Particular attention focuses on how gender and race combine to influence the amount of mathematics students take. Data from the National Education Longitudinal Study of…

The existence of probability misconceptions at all levels has been well documented. Furthermore, these misconceptions have been shown to be widespread and highly resistant to change. Previous research has shown considerable success in overcoming misconceptions in the short term by basing the knowledge reconstruction process on problems which draw…

A set of computer-oriented, supplemental activities is offered which can be used with a course in advanced algebra and trigonometry. The activities involve use of the BASIC programming language; it is assumed that the teacher is familiar with programming in BASIC. Students will learn some BASIC; however, the intent is not to develop proficient…

This is a teacher's guide to secondary school mathematics. Developed for use in the Duval County Public Schools, Jacksonville, Florida. Areas of mathematics covered are algebra, analysis, calculus, computer literacy, computer science, geometry, analytic geometry, general mathematics, consumer mathematics, pre-algebra, probability and statistics,…

Brief mystery stories such as the three presented here can be used to help students develop critical reading and thinking skills, as well as to introduce the notion of indirect proof. (SD)

The twelve curricular packets developed by the Mathematics for the Majority Continuation Project are described. The objectives of the project, development of materials and recommended methods of use are discussed. (SD)

During a classroom investigation of Goldbach's conjecture a student proposed that every even number is the difference of two primes. A table of values is reproduced here, and the history of this problem is briefly discussed. (SD)

Observing that the ninth-grade general mathematics course has been relatively unaffected by recent curricular changes, the author calls for reexamination of the purposes of this course. Problem solving, vocabulary, and aesthetic appreciation in mathematics are addressed. (SD)

Students were given the problem: Given a deck of cards in a certain order, after how many shuffles will it return to its original order? They worked with small decks of cards to develop a general formula, but were unhappy with the results. (SD)

Some thoughts on the classroom use of hand calculators are offered, together with advice on their purchase and references to related research. (SD)

A series of problems involving number theory, the law of cosines, and geometric interpretations of solutions to equations is discussed. (SD)

Worksheets and instructions are provided for measurement activities using a clinometer and hypsometer. (SD)

Properties of cones can be studied by considering the circular sector obtained by slitting and unrolling the surface of the cone. (SD)

Continuing the discussion begun in SE 515 051, the author develops the properties of the stretch transformation and the stretch rotation. (SD)

Games and puzzles in which a checkerboard can be used to develop mathematical concepts are described. (SD)