Suggests an approach in courses for mathematics majors and minors similar to the popular approach used in applied courses--using student projects. Describes strategy and implementation of the projects and provides examples from student projects on statistics. (Author/ASK)

The computer tools for interactive mathematical activity (TIMA) were designed to provide children a medium in which they could enact the mathematical operations of unitizing, uniting, fragmenting, segmenting, partitioning, replicating, iterating and measuring. TIMA were developed in the context of a constructivist teaching experiment focused on…

Presents ways to introduce number systems from finger counting to number words, to concrete materials, to the numerals invented by various societies to enhance students' number sense by learning about the systems of other cultures. (Contains 13 references.) (ASK)

Offers weekly activities for students to explore mathematics from different cultures. (ASK)

Illustrates two ways of exploring the properties of cubic polynomials. The first exploration uses a Computer Algebra System (CAS) to help students understand an important part of mathematical history, the discovery of an algorithm to find the roots of a cubic equation. The second exploration states some conditions required for a curve and finds a…

Examines the nature of mathematically rich tasks and varied ways in which students respond to these tasks. Explores approaches for using such tasks to foster inquiry that engages children in mathematical practice. (Contains 16 references.) (ASK)

Describes a method for helping children become powerful thinkers who explore mathematical ideas deeply and creatively as they develop their mathematical promise, and approach mathematics in a manner similar to that of mathematicians in the field. Discusses ways of assessing this kind of learning. (ASK)

Presents and discusses examples that can be used to develop the concept of slope as a rate of change through three modes of learning: (1) visualization, (2) verbalization, and (3) symbolization. (ASK)

Computer algebra systems have great potential uses, but learning the basic concepts of algebra is itself a mathematical activity. Explores theoretical concepts that may be seen as essential enabling skills for computer algebra systems users. (Author/ASK)

Aims to help children understand difficult concepts according to their own particular learning styles and to keep students learning while maintaining their interest in and excitement about mathematics. Presents everyday mathematics games for students at every ability level to practice important mathematical skills. (ASK)

One of the biggest hurdles in teaching statistics is convincing students that the area under curves has anything to do with all the samples, histograms, and various other indicators to which they have been exposed. Presents two examples to illustrate this phenomenon. (ASK)

The math trail embodies important goals such as drawing on student skills, exposing them to mathematics in the world around them, and enabling them to connect what they learn in the classroom with the real world. Presents an activity in which students discover the mathematical side of Boston on a day-long field trip. (ASK)

Explores the study of ordered pairs to allow students to demonstrate their own creativity, apply previously learned computer skills, evaluate their own work, and draw connections to other mathematical strands. Using a spreadsheet, students construct a drawing composed of connected ordered pairs, the inverse, and the negative of the drawing. (ASK)

Presents an activity that uses square-foot tiles as a coordinate system on which human geometric models are constructed. (ASK)

Discusses the benefits of learning the history of mathematics and how it can be useful in teaching as well as interesting. Provides information on how to put mathematics in its historical context, show the interaction of mathematics with cultures, and shed light on the teaching and learning of mathematics. (Contains 25 references.) (ASK)