Discusses a cooperative activity in the views of teachers and students. Cites the positive and negative aspects of the activity from both points of view. (YP)

Presented are three cases for intuitive understanding in secondary and college level geometry. Four ways to develop the intuition (physical experience, mutable manipulatives, visualization, and looking back) step are discussed. (YP)

Offers three practical tips for teaching of topics in the secondary school curriculum: (1) methods for identifying problem areas; (2) a device for teaching slopes; and (3) methods for teaching the property of collinearity in geometry. (YP)

Described is how the faculty of a high school accepted the responsibility of helping students gain a better working knowledge of metric measures during National Metric Week. Day-by-day activities for a week are included. Eight references are listed. (YP)

Discussed is an application of number theory to cryptology that can be used with secondary school students. Background on the topics is given first, followed by an explanation for use of the topic. (MNS)

Until age 11 or 12 children haven't reached the stage of abstract reasoning, therefore explanations of math concepts need a concrete, hands-on focus. Several learning activities, rooted in real life situations, are suggested to parents to help children understand math concepts; thereby easing anxiety and promoting enjoyment of math. (IAH)

This article discusses two data analysis methods: (1) Box plot; and (2) Outlier. Described are the procedures for drawing the two diagrams, wing median, quartiles, and highest and lowest values. (YP)

A problem-solving approach is developed for secondary or college students to estimate the number of piano tuners in a large city. The answer and method are analyzed for appropriateness. Four similar problems are suggested. (DC)

Patterns and relationships are shown between the Pythagorean theorem, Fibonacci sequences, and the golden ratio. Historical references also include the works of Euclid and Euler. These unexpected relationships can be used to motivate secondary students. (DC)

The theorems and proofs presented are designed to enhance student understanding of the theory of infinity as developed by Cantor and others. Three transfinite numbers are defined to express the cardinality of infinite algebraic sets, infinite sets of geometric points and infinite sets of functions. (DC)

Presented are examples of how the terminology used in typical rate questions is misunderstood by a large proportion of students. Explanations based on both interviews and paper-and-pencil tests are given as to why this phenomenon exists. (MNS)

A fairly traditional precalculus problem is modified to address some common concerns with the teaching of problem solving. Areas of problem solving which are illustrated include: posing the problem; modeling the problem; transforming the data; and examining the solution. (PK)

Presents two proofs that only five regular polyhedra exist. The first is a geometric proof, and the second is based on graph theory, using the relationship between the vertices, edges, and regions of the graph model. (MDH)

Compares the trends of women's and men's world records for the 800-meter run using the linear and power regression capabilities of a graphing calculator. (MDH)

Computer-Intensive Algebra (CIA) focuses on the use of technology to help develop a rich understanding of fundamental algebraic concepts in real-world settings using computing tools for easy access to numerical, graphical, and symbolic representations of mathematical ideas. (MKR)