Described is a game that is used to introduce the concept of multiplying integers. Serving as a physical model for the concept, "Froggie Frolic" races frogs along a number line by moves that indicate direction, magnitude, and number of jumps, thus modeling integer multiplication. A teacher's guide and worksheets are provided. (MDH)

Describes the Mathematics Correspondence School that was organized in late 1960s and still directed by the author, to serve about 1,000 Russian secondary students in small cities and remote villages. Discusses this project's extension to other disciplines, and the introduction of English versions of the school's textbooks via this regular journal…

Presented are exercises that demonstrate the application of standard concepts in the design of algorithms for plotting certain fractals. The exercises can be used in any course that explains the concepts of bounded or unbounded planar sets and may serve as an application in a course on complex analysis. (KR)

Provided are student activities to introduce the geometric concepts of line symmetry and rotational symmetry as related to Hawaiian quilting patterns. Paper squares, scissors, and folding techniques afford the teacher the chance to stimulate class discussion about pattern recognition and to integrate mathematics with the cultural world outside the…

Describes one teacher's reflection concerning the quest to develop an understanding of school mathematics that promotes and sustains students' opportunities for exploration and conjecture. Recounts that a particular student's exploration of the features of parabolas eventually led to an understanding of the quadratic formula precisely because of…

Discusses the collaboration between a university and local school district in the use of calculators to help students discover patterns and to estimate quotients when dividing decimals. (MKR)

Presented is a method of reorganizing a high school geometry course to integrate coordinate geometry together with Euclidean geometry at an earlier stage in the course, thus enabling students to prove subsequent theorems from either perspective. Several examples contrasting different proofs from both perspectives are provided. (MDH)

Integrates mathematics and science by investigating the scientific application of the Polynomial Difference Theorem using data points from an experiment. Utilizes the different capabilities of the graphing calculator to investigate a problem whose solution is a second degree equation and makes connections between the mathematical concepts involved…

Compares the content of geometry and measurement appearing in first- through eighth-grade textbooks in the United States and the Republic of Korea. American textbooks devoted a greater number of pages to measurement and geometry content, introduced the content earlier, presented concepts and skills more independently of each other, and presented…

Presents two activities that utilize problem solving to promote concept development. The first uses a treasure hunt to teach locus of points. The second uses a tug-of-war model to teach mixture problems involving ratios. (MDH)

The issue of differences in U.S. and Japanese academic achievement clearly cannot be resolved through reference to data from the Second International Mathematics Study alone. Points of difference between Baker's analysis and that of the author define key policy questions surrounding middle school mathematics. (SLD)

As Westbury acknowledges, both intended and implemented (delivered) curricula are at the heart of educational effectiveness. U.S. and Japanese achievement patterns are discussed in light of the Second International Mathematics Study. Many things that Americans like about their school systems may come at a price evident in international…

Examines the potential of technology for an algebra curriculum. Provides examples of technology in use in examining families of functions, fitting a curve to a data set, and observing and analyzing patterns. Discusses exemplary software and calculators for the algebra curriculum. (MDH)

Presents a teaching model as an activity to introduce preservice secondary mathematics teachers to the law of cosines. The activity is student-centered in which students construct figures; measure angles and segments; calculate areas; investigate relationships; and communicate their results. (MDH)

Considered are several mathematical models that can be used to study different waiting situations. Problems involving waiting at a red light, bank, restaurant, and supermarket are discussed. A computer program which may be used with these problems is provided. (CW)