Elaborates the importance of transition to high school emphasized in the "Curriculum and Evaluation Standards for School Mathematics." Describes teaching examples related to each of three dimensions for change: from number to variable; from specifics to generalization; and from description to proof. (YP)

Discusses the use of flexible straws for teaching properties of figures and families of shapes. Describes a way to make various two- or three-dimensional geometric shapes. Lists eight advantages of the method. (YP)

Describes how Suzuki's methods of teaching young pupils to play the violin can be combined with Polya's ideas on problem solving to teach mathematics to elementary school pupils. Six references are listed. (YP)

The focus of this article is on the verification processes children use when assessing the equality of parts produced by them when partitioning geometric shapes. Different processes and children's verbal proofs of equality are presented. Activities for mathematics instruction are suggested. (YP)

Discusses the use of computer graphics in the teaching of geometry. Describes five types of geometry: Euclidean geometry, transformation geometry, coordinate geometry, three-dimensional geometry, and geometry of convex sets. (YP)

Investigates the ways children used their schemes of fractions to interpret fraction situations. Records clinical interviews with nine children (grades three through five). Reports that children do not establish relationships among different schemes when giving meaning to a given situation. (Author/YP)

Describes a graphical method of approximating roots of complex functions that uses the multicolor display capabilities of microcomputers. Theorems and proofs are presented that illustrate the method, and uses in undergraduate mathematics courses are suggested, including numerical analysis and complex variables. (six references) (LRW)

Presents five small group tasks for upper elementary students to find arithmetic averages. Provides worksheets for each task. (YP)

Discusses the concepts of fractals, fractal dimension, and the generation of fractals in LOGO. Provides diagrams of several fractals and their LOGO programs. Lists eight references. (YP)

Describes the stages of a process of reflective thinking. Investigates how geometrical models can be used in learning and teaching mathematics in connection with the process. Identifies two models for children of age four to eight: constant path in the space of shapes and continuous path of varied polygonal shapes. (Author/YP)

Summarizes a reanalysis of the data from an investigation of a test designed to measure a learning sequence in geometry based on the work of van Hiele (1986). Discusses the test based on the Rasch model. (YP)

Uses pentominoes to examine the concepts of congruence, similarity, transformations, tessellations, networks, perimeter, area, and volume in a problem-solving, cooperative learning environment. Discusses the construction of three-dimensional pentominoes. (YP)

Describes a course, "Mathematics and the Environment," for liberal arts students. The course is designed to motivate students and to demonstrate that mathematical concepts are necessary to understand global issues. Lists some global issues, information sources, and classroom activities. (YP)

Describes how to measure animals pace, stride, and step angle in degrees. Presents cases of measurements for dinosaur trackways. (YP)

Analyzes two transcripts of children's mathematical behavior to observe the nature of recursive levels and interrelationships among them. Describes several levels of the recursions. (YP)