A collection of student distortions, represented by student-invented variations of theorems, are presented. They were drawn from examination papers of 17-year-old students in Israel. (MNS)

The status of probability and statistics in the current Japanese curriculum is discussed. Data from the Second International Mathematics Study are cited, and the course of study is included. (MNS)

Neither parental attitudes nor perception of mathematics as a male domain appear to account for sex differences in mathematics achievement on the SAT for gifted and above-average junior high school students. (MNS)

Activities for investigating how the value of a variable in an equation affects the direction and shape of the graph are given. A computer program and three worksheets are included. (MNS)

The game of "Guess What" is described as a stimulating vehicle for students to consider the unifying or distinguishing features of geometric figures. Teaching suggestions as well as the gameboard are provided. (MNS)

Suggests the use of computer simulation of continuous systems as a problem solving approach to computer languages. Outlines the procedures that the system dynamics approach employs in computer simulations. Explains the advantages of the special purpose language, DYNAMO. (ML)

Comparisons are given for data from the Second International Study for both eighth- and eleventh-grade students in the United States and Japan. U.S. students were closer to Japanese students at the eighth-grade level than at the twelfth-grade level; differences have increased since the First International Study. (MNS)

Discusses: (1) advantages of a computer lab; (2) types of computer programs that can help students develop computational, application, comprehension, and analytical skills; (3) how computers can help students with such affective goals as appreciation and motivation toward mathematics; and (4) content areas where computers can be useful. (JN)

Some examples are given of geometric exploration and problem solving in which Logo is the primary tool and turtle graphics is the mathematical environment. Students can explore and develop important patterns while building visual intuition. (MNS)

Ten crucial mathematical concepts with which errors are made are listed, with methods used to teach them to high school students. The concepts concern order, place values, inverse operations, multiplication and division, remainders, identity elements, fractions, conversions, decimal points, and percentages. (MNS)

Illustrated first is the case in which a wrong procedure (with fractions) leads to a correct result. Trying to justify why it works in this case and looking for similar patterns involved interesting algebraic considerations as well as use of computers. (MNS)

A series of common misconceptions with regard to infinite sets is considered. Several notions of infinite numbers proposed by different mathematicians are compared. It is argued that so-called errors should rather be called alternative conceptions. (MNS)

A previous article examined the amount of fuel that could constantly burn each second and achieve a safe landing. This article investigates some ways to burn variable amounts of fuel according to some mathematical function (such as an arithmetic progression). Several assumptions (such as a massless fuel) are made. (JN)

This activity consists of two problem situations, each illustrating how a computer can be used as a tool to assist students in solving mathematical problems. In one, numerous calculations are performed by the computer; the second uses a Monte Carlo model to simulate a physical action. (MNS)

Patterns resulting from polygonal numbers are explored, with examples of triangular, square, pentagonal, rectangular, and other numbers. Tables and formulas to be developed are included. (MNS)