Discussed are the results of a study which suggests that people remember more mathematics and other high school material when learning occurs spaced out over several years and when each subsequent session involves broader applications of previously learned information. Highlights of this study and related studies are presented. (CW)

Presented is a script for a classroom presentation introducing weighted means and geometric means to students who are already familiar with arithmetic means. Frequent questioning is included to keep the students mentally active and involved in the development of this new idea. Typical student responses to these questions are provided. (CW)

Described are activities in the study of techniques used to conceal the meanings of messages and data. Some background information and two BASIC programs that illustrate the algorithms used in a new cryptographic system called "public-key cryptography" are included. (CW)

Presented are two examples of real-life examples that can be used to promote or exemplify concepts of probability and statistics. Details of the calculation of these probabilities are given. (CW)

Describes how to get equations for parabolas, ellipses, and hyperbolas from conic sections. Provides diagrams both in perspective and in cross-section for each case. (YP)

The main features of the theoretical framework of French research in didactical mathematics are presented. An example is given that presents the rationale for the construction of a didactical situation and its analysis. (CW)

Strategies for teaching general mathematics effectively are discussed. Stressed are the use of calculators for arithmetic, individualized instruction, and teaching mathematics in context. Applications to vocational education are described. (CW)

Describes an activity for developing an understanding of the unit rates associated with a proportional relationship. Provides the material, objectives, directions, four worksheets, and answers of the activity. (YP)

Described is an astronomy lesson designed to explore the relationship between the angle of the sun, the position of the north star, and the horizon line of a local area. Activities for teaching protractor fundamentals are included. (CW)

Describes a variety of activities to develop ideas of pattern, mapping, and graphing for high-level high school mathematics classes. Provides problems and their answers with screen displays for the Casio graphic calculators. (YP)

Proposes a new geometry curriculum for motivating middle school students. Discusses the treatment of geometry including visual justifications of geometric phenomena, examination of the properties of various common geometric figures, use of art and architecture, and inspection of geometric transformations. Eleven references are listed. (YP)

Discusses the use of mathematical modeling. Describes types, examples, and importance of mathematical models. (YP)

Answered are 14 typical questions about the "Curriculum and Evaluation Standards for School Mathematics." The questions are related to the definition, needs, meaning, focus, and impact of the standards. (YP)

There may be a social and an intellectual aspect to the process of development of mathematical knowledge. This paper describes quadratic equations as intellectual mathematics and as colloquial mathematics. Provides some historical data. (YP)

Describes classroom activities and shows that statistics is a practical tool for solving real problems. Presents a histogram, a stem plot, and a box plot to compare data involving class enrollments. (YP)