Three schools with differing ways of promoting excellence are described. Background, distinctive features, curriculum features, teacher behaviors in class, and teacher activities out of class are each discussed. (MNS)

Brief articles are included on dropping perpendiculars, working with rational exponents, and finding the square root with base 10 blocks. (MNS)

A lawn-mowing problem is discussed in terms of clarifying the problem; making initial conjectures; experimenting; developing a solution; and supporting formulas, theorems, and corollaries. (MNS)

Included are brief articles discussing chain letters as an example of exponential growth, a box technique for factoring, and integrating the inverse of a function whose integral is known. (MNS)

High school students were presented lessons with either high or low structure. Structure was defined in terms of the frequency with which concepts were repeated from one sentence to the next. Students were tested for comprehension of the material covered and asked to rate lessons in terms of perceived effectiveness. (Author/DWH)

The project described in this article grew from the observation that many geometry students are unable to see anything in a diagram beyond a static presentation. A computerized microworld called "Motions" is described, with illustrations. (MNS)

The study of trigonometric functions in terms of the unit circle offer an example of how students can learn algebraic relations and operations while using visually oriented thinking. Illustrations are included. (MNS)

Discusses use of mathematics problem cards written in foreign languages. Indicates that contextual cues from mathematics problems provide helps to translation. Gives example problems in French, Norwegian, and Japanese. (JM)

Discusses a structured approach to teaching computer programing in secondary schools. The approach can be used in an introductory computer programing (literacy) course or as a method to teach computer programing in traditional mathematics courses. Two sample lesson summaries (related to temperature conversions) are included. (JN)

Promotes the use of the microcomputer in mathematics instruction, reviewing approaches to teaching nonlinear equations. Examples of computer diagrams are illustrated and compared to textbook samples. An example of a problem-solving program is included. (ML)

Presents a readability formula and compares it with existing formulas and procedures. The formula uses reader feedback (identifying unclear words, sentences, paragraphs, figures, tables, and equations of reading material) and is considered appropriate for science and mathematics curriculum materials. (JN)

To combat the problem of entering college freshmen who are not prepared for college level mathematics, the University of Minnesota (Morris) developed a unique program that uses a speakers bureau of college professors who go to the high school and discuss the importance of a solid foundation in mathematics with students. (MD)

This teaching guide contains material, for students in grades 6-9, in which a calculator is used in exploring and developing generalizations about quotient patterns generated from various polygons drawn on a hundred square. Includes suggested procedures and four ready-to-duplicate student worksheets. (JN)

Discusses students' writing in mathematics, focusing on (1) creating stories; (2) writing mathematical essays; (3) expressing feelings and beliefs about mathematics through diaries and anecdotes; and (4) the use of dialogs. The strategies considered have been used at the high school and remedial college levels. (JN)

The case for some elementary programing as part of mathematics instruction is presented. Ways in which microcomputers can be used in the mathematics classroom are described, with specific illustrations. (MNS)