Examined are the roles of several historical figures in the development of the field of geometry. Discussed are Thales, Pythagoras, Plato, Euclid, and Apollonius. (CW)

Presented is a problem involving a real-life situation involving simple ideas, computation, and a proof. A variety of other situations in which this type of problem may be applied are discussed. (CW)

Discussed is the case for problem solving in mathematics classrooms. The characteristics of "good" questions are identified. The assessment of questions and questioning techniques is considered. (CW)

Described is a way to use knots to relate a three-dimensional object to a two-dimensional representation of the object. The results are used to produce an algorithm or rule to explain a general case. Included are examples, diagrams, procedures, and explanations. (KR)

Reviewed is research regarding multidigit addition and subtraction which may be used to question the organization and placement of topics in curriculum materials. Discussed are issues surrounding multidigit addition and subtraction, and the linguistic and cultural disadvantages in constructing units of 10 experienced by children in the United…

Discussed are some applications of mathematics involved in actuarial science which may be taught in high school mathematics classes. Described are the importance of approximate solutions, multiple answers, and selling the solution to a problem. (CW)

Presented are several applications of geometric concepts and measurement skills that are used daily by surveyors, real estate attorneys, and paralegal assistants. Described are the objectives and directions for this lesson. Activity sheets for students are included. (CW)

Several activities involving area and volume using empty paper rolls are presented. The relationships of parallelograms to cylinders are illustrated. Teaching suggestions are provided. (CW)

This article presents 12 examples of the use of a calculator in the algebra class. The calculator codes and the mathematical formulas of the examples are presented in the appendix. (Author/YP)

Describes four laboratory activities in algebra and precalculus classes that provide hands-on experiences related to functions: slowing down the acceleration of gravity; calculating the acceleration of gravity; generating a parabola using a steel ball and a tilted board; and photographing projectile motion. (YP)

Describes a way for students to learn to solve linear equations using physical objects (pan balances), diagrams, and symbols. Provides diagrams illustrating the method and five problems. Nine references are listed. (YP)

Elaborates the importance of transition to high school emphasized in the "Curriculum and Evaluation Standards for School Mathematics." Describes teaching examples related to each of three dimensions for change: from number to variable; from specifics to generalization; and from description to proof. (YP)

Discussed is the benefit of the inclusion of historical material in a student's text. Several geometry problems are used as examples. A suggested list of problem sources is provided in the appendix. (YP)

A square-dance number is defined as an even number which has the property that the set which consisted of the numbers one through the even number can be partitioned into pairs so that the sum of each pair is a square. Theorems for identifying square-dance numbers are discussed. (YP)

Uses historical figures to examine variables influencing women's success in mathematics. The three characteristics stressed are supportive family background; early exposure to significant mathematics; and available female role models in mathematics. Discusses barriers to females' choice of mathematics as their careers and actions taken to increase…