Presents an activity on reading data from a table, estimation, computation, and 15 questions about the activities and their solutions. (ASK)

Describes typical student strategies for counting cubes in cube buildings and explains why these problems are difficult for students. Suggests instructional tasks that can help students develop more powerful ways of thinking about such problems. Lists two action research ideas related to this issue. (ASK)

Presents a three-year longitudinal study investigating the development of children's (n=82) understanding of multidigit number concepts and operations in grades one through three by using interview processes. Provides an existence proof that children can invent strategies for adding and subtracting and illustrates both what that invention affords…

Hypothesizes that exploring the mathematical ideas behind mathematical terms enables children to gain insight into the structure of a number system and provides a basis for powerful playing with this structure. Describes visualizing mathematical ideas for exploring aspects of mathematics. Offers rectangular numbers to link and explore structures…

Described is how using LOGO tools for manipulating embodiments of geometric objects helps students construct more abstract and coherent concepts. Discussions are included on developing verbal definitions versus constructing concepts, tasks for integrating turns and angles, group discussions, and maze tasks. (KR)

Geometric axioms are discussed in terms of philosophy, history, refinements, and basic concepts. The triumphs and limitations of the formalism theory are included. Described is the status of high school geometry internationally. (KR)

Discussed is the use of a program called MathCAD which allows students to solve higher order polynomial equations and geometry problems. The use of cooperative learning is emphasized. Included are graphs and part of a printout generated while solving problems with MathCAD. (KR)

Applications of generalizations of both arithmetic and geometric progressions are presented. The first-order difference equation is used in solving seven examples from finance, business, and medicine. Detailed directions are included for each example. (KR)

Discussed are the need for standardized tests and the changes that will be needed for their proper implementation. The use of calculators on tests is advocated. Computer and calculator delivered examinations are also discussed. (KR)

Described is an areawide event presented annually to encourage positive attitudes about mathematics. Discussed are presentations, ongoing activities, evaluation, and planning associated with the event. Over 125 references are listed. A list of sources of supplies is included. (CW)

Presented is an educational game called "The Chaos Game" which produces complicated fractal images. Two basic computer programs are included. The production of fractal images by the Sierpinski gasket and the Chaos Game programs is discussed. (CW)

Described are four classroom activities that may be interspersed into a curriculum or offered as homework. Systematic procedures, alternative strategies, and trial and error are emphasized in these counting exercises. (KR)

The "Curriculum and Evaluation Standards for School Mathematics" furnishes many examples of how skills and concepts are built at the preceding levels, such as K-4, 5-8, or 9-12. This article illustrates the development of concepts and skills related to functions. Examples with diagrams are provided. (YP)

Introduces microcomputer interfacing as a method for explaining and demonstrating various aspects of the concept of function. Provides three experiments with illustrations and typical computer graphic displays: pendulum motion, pendulum study using two pendulums, and heat absorption and radiation. (YP)

Identifies and proves two theorems related to expressing rational numbers in decimal form for any natural base m>1. Includes two BASIC computer programs with sample runs. (MVL)