A mathematics program devised for high-achieving, inner-city students is described. (MK)

Practical tips on the teaching of subtraction, addition and subtraction of fractions, and finding the vertex of a parabola are given. (MK)

A teacher describes her method for putting students in small groups so that optimum learning takes place. (MK)

Some counterintuitive ideas in probability are examined. In particular, for sequential selection procedure, such as drawing cards, it is shown that there is probabilistic advantage to drawing first (or early) relative to drawing last (or late) in the sequence. (Author/MK)

Masters of worksheets which provide experience with nonstandard constructions are provided. (MK)

A problem, motivated by the conversion of Fahrenheit to Celsius, is related to classical Diophantine equations. (MK)

An interschool, team mathematics competition conducted by a junior high school mathematics department is described. The competition is intended to help provide a total mathematics program, to develop well-rounded mathematics students, and to generate enthusiasm among able students. (MK)

Two problems are presented and discussed as a means of demonstrating that the calculator can play a more important role in the mathematics class than simply as a computational tool. (MP)

Detailed instruction and worksheets are given for an activity designed to develop and improve geometric perception through the use of polyhedron models. (MP)

A case for using individual interviews is presented. Sample interviews are given, and instructional improvement and program evaluation are discussed. (MK)

The interaction of a verbal aptitude measure with two types of questions following a prose selection on logical implications is explored. (MK)

Three examples are given illustrating the use of the calculator in problems where determining patterns and making conjectures are stressed. (MP)

These worksheets involve the use of tangram pieces in creating geometric shapes and in analyzing properties of convex quadrilaterals. (DT)

The issues of basic skills and modern mathematics, standards, teachers' qualifications, and core curriculum are discussed. (DT)

Current issues in mathematics education are discussed. Seven areas of concern are identified. (DT)