Afurther analysis of a brainstorming technique, described in an earlier article, which can be used to encourage mathematics students to pose new problems. The technique should also be valuable to teachers and curriculum writers. (FL)

Explains how the language of mathematics can be used in teaching boys who have negative attitudes toward learning the lnaguage arts. (SW)

Until recently the testing of a 100-digit number to determine whether it is prime or composite could have taken a century. However, in the past two years a method has been developed enabling a computer to determine the primality of an arbitrary number in about 40 seconds of running time. (Author/JN)

Provides a brief, condensed biography of the eighteenth-century mathematician, Leonard Euler, focusing on some of his contributions to mathematics. Also presents several problems and suggests how Euler might have solved them. (JN)

Discussed are the concepts of intuition, the general properties of an intuitive knowledge, and the classification of intuitions as problem solving of affirmative. An example of intuition using multiplication and division is described in some detail. (MNS)

A brief survey of models in dealing with various types of understanding is given. Then a hybrid model, which proved inadequate for describing understanding, is outlined. Finally, four levels of understanding are discussed: intuitive, procedural, abstract, and formal. The concept of number is used to illustrate these levels. (MNS)