Discusses the concepts of fractals, fractal dimension, and the generation of fractals in LOGO. Provides diagrams of several fractals and their LOGO programs. Lists eight references. (YP)

Describes how to draw lines in centimeter units on a computer monitor with the Logo program. Presents four activities involving drawing geometric shapes. Provides a program to move a turtle slowly. (YP)

Describes projects focusing on needs of business and industry and the preparation of high school graduates to meet these needs. Discusses some areas of mathematics that teachers and employers thought were neglected in the current curriculum. (YP)

Shows numeral systems using base-10 positional systems currently in use in other countries. Describes two of the systems, Arab and Nepalese, and one, Chinese, that operates on a different principle. Provides references for getting more information about diverse numeral systems. (YP)

Describes how to measure animals pace, stride, and step angle in degrees. Presents cases of measurements for dinosaur trackways. (YP)

Provides examples of such statistical graphs as line, bar, picture and pie. Suggests uses of Logo Turtle Graphics in graph construction. Includes several program procedures for creating designs with the computer. (RT)

Illustrates how to draw a regular pentagon. Shows the sequence of a succession of regular pentagons formed by extending the sides. Calculates the general formula of the Lucas and Fibonacci sequences. Presents a regular icosahedron as an example of the golden ratio. (YP)

Discusses a technique for graphically composing functions. Describes three-step composition procedures in two- and three-dimensional rectangular coordinate systems. Provides three examples. (YP)

Describes learning difficulties students may have with the basic notions of linear algebra and three phases of abstraction. Discusses results of a program based on the abstraction process. (YP)

The corporation is owned and operated by a group of about 45 eighth graders, who make all the executive decisions concerning the sale of hot dogs and other foods at sporting events in the school. (MNS)

Students at concrete or formal operational reasoning levels made similarity judgments on geometric concepts and mathematical expressions on ratio, proportion, and similarity. Clear prototypical maps could be derived for both groups. Formal operational students structured subject matter content significantly more like subject matter experts than…

Presented is a method for solving certain types of problems, with the goal of piquing students' interest in studying affine geometry, which underlines the method. (MNS)

Supersolids furnish an ideal introduction to the calculus topic of infinite series, and are useful for combining that topic with integration. Five examples of supersolids are presented, four requiring only a few basic properties of infinite series and one requiring a number of integration principles as well as infinite series. (MNS)

Discusses a classroom project for teaching conceptual meanings and functional purposes of the notations and symbols of mathematics. Describes the background of the approach based on Piaget's theory: concrete level, symbolic level, and abstract level. Lists 14 references and 4 suggested readings. (YP)

Three worksheets are provided to help secondary students explore relationships among the areas of a variety of similar figures constructed on the sides of right triangles. The activity is extended to include the relationship among the lengths of the sides of the right triangle. Included are several student worksheets. (DC)