Illustrated is the use of computer- or calculator-based graphing to deepen students' understanding about solutions to inequalities. Two examples which use a zoom-in procedure are provided. (YP)

Investigates patterns of sex differences for responses to problems across the countries involved in the Second International Mathematics Study. Reports no substantial gender effects on any of the content areas using the median polishing method. (YP)

Discussed are assumptions about technology and classroom equipment, teaching methods, getting started, pitfalls, and the role of algebra and calculus. Suggestions are given for implementing the spirit and vision of the standards. (YP)

Analyzes the Second International Mathematics Study data on the use of instructional aids by 103 Ontario grade eight mathematics teachers using dual-scaling analysis. The effect of instructional aids did not remain after the influence of topic coverage was removed. (Author/YP)

Described is a study which was designed to investigate the effects of two evaluation methods on the learning process in mathematics courses. States that in one method students were given daily tests; the second method relied on weekly tests. No significant differences were noted; however certain trends were apparent. (RT)

Illustrated is the problem of solving equations and some different strategies students might employ when using available technology. Gives illustrations for: exact solutions, approximate solutions, and approximate solutions which are graphically generated. (RT)

Presented are problem-solving experiences with area, volume, and algebraic expresssions resulting from data collection. Three worksheets are included for students in grades 7-12. (MNS)

Presents a selection of solutions of the "Three Hungry Men" problem from grade three to college students with three different strategies used: backward, forward, and forward/backward strategies. Provides error patterns in each strategy. Discusses some implications for teaching of problem solving. (YP)

Describes how three dimensional LOGO was used in a workshop session for secondary pupils and mathematics teachers. Provides many commands and output drawings. (YP)

Describes examples of force in daily living. Discusses some examples of gravitational, internal, external, and centrifugal forces in various situations by using force vectors with diagrams. (YP)

Recommends an inquiry approach as the most effective use of computers in mathematics. Describes 10 types of computer software and nine applications of computers in mathematics. (YP)

Describes the use of spreadsheets. Presents four examples using a pre-designed format: repaying a loan, investigating functions, exponentials, and Fibonacci numbers. Provides three practice problems. (YP)

Research of expert-novice differences is reviewed seeking to show experts possess a large body of domain specific knowledge. It was postulated that experts possess schemas enabling them to classify problems, call up the appropriate automated rules, then apply these to obtain the solution. (DC)

Gives definitions of taxicab geometry and the MacDraw format for graphing. In the world of taxicab geometry, movement through the plane is along horizontal and vertical paths. Describes specific application to conic sections, including circle, ellipse, parabola, and hyperbola. Lists five references. (YP)

Reviewed are three computer software packages for use in middle/high school classrooms. Included are "MacWrite II," a word-processing program for MacIntosh computers; "Super Story Tree," a word-processing program for Apple and IBM computers; and "Math Blaster Mystery," for IBM, Apple, and Tandy computers. (CW)