Discusses a classroom presentation using a Tonka toy truck's forward and backward motion that (1) develops a graphical representation of the truck's one-dimensional motion; (2) creates graphs representing constant velocity; (3) leads students to a definition of average velocity; and (4) introduces the concept of instantaneous velocity. (MDH)

Reported is a naturalistic study of the role of mathematical paradoxes in the preservice education of high school mathematics teachers. Findings indicate that the model of resolving paradoxes as applied in this study has relevance to such aspects of mathematics education as cognitive conflicts, motivation, misconceptions, and constructive…

Described is a two-week summer residential program designed for students who have been identified through one of several middle school talent searches. Discussed are the assumptions and goals, course content and pedagogy, evaluation, and materials of the program. (CW)

Discussed is the notion of ethnomathematics as an epistemological approach to mathematics. The relationship between ethnomathematics and mathematics education is described. Suggestions regarding mathematical pedagogy are provided. (CW)

Issues regarding the construction of a national mathematics curriculum in Australia are presented and discussed. Included in the discussion are the status the framework will have, and its specificity, context, validity, and implementation. (CW)

Two geometry problems generated from a design problem involving a shuttle return mechanism in a weaving machine are presented. The solutions to these problems are detailed. (CW)

Comparisons were made between teacher and pupil perceptions of eight facets of the mathematics environment. Teacher perceptions tended to differ from pupil perceptions although not always in the hypothesized direction. (Author/CW)

Discussed is an application of the computer software package, "Mathematica," to solve typical optimization problems from freshman calculus. An example of the use of this method is provided. (CW)

An activity designed as an introduction to High School geometry empowering students to see relationships and make geometric connections. A list of student generated relationships based on student constructed and manipulated diagrams is included. Discussion guidelines are suggested. (DE)

Stresses recognition and application of the identity property of 1 across the mathematics curriculum to help students overcome difficulties. (MKR)

Presents an activity for introducing probability by investigating the Chinese policy of having one child per family and a one-son policy of some rural Chinese. Discusses features of the problem, including counterintuitiveness, multiple options for analysis, and thought experiments. (MKR)

Discusses an activity which models the building of a tunnel by ants using the definitions of derivative and indefinite integral from calculus. Includes a discussion of reasonableness and interpretation of the problem. (MKR)

Discusses the use of manipulatives and the connections between mathematics and science to help preservice teachers to discover and reconstruct their mathematical knowledge. Uses science and mathematics to model functions and to show examples of multiple representations. (MKR)

Discusses the vital place of proofs in geometry classes. Argues that, although inductive geometry with computer software certainly makes theorems come alive, proofs lead to insight and understanding that allow students to extend the concepts that they see in examples. Presents a theorem, its proof, and a computer exercise. (ASK)

Presents a brief definition and examples of residue designs while sharing some of the algebraic thought that a student used to form generalizations about the patterns discovered during the investigations of residue designs. (ASK)