Presents a mathematics problem on patterns. Outlines and discusses the general problem-solving procedures. (ASK)

Presents detailed information about the Cape of Good Hope project in which pairs of students designed capes and cloaks out of the garbage bags for a fashion show. Also describes student objectives, unit goals, group activities, products required, and the final show and presentation. (ASK)

Demonstrates how fictitious anecdotes, especially humorous ones, can be used to teach statistical concepts effectively and to dispel some common misconceptions in statistics. (ASK)

Introduces the Euler line theorem and the nine-point-circle theorem which emphasize transformations and the power of functions in a geometric concept. Presents definitions and proofs of theorems. (ASK)

Explores a birthday-related problem that asks about the probability of having people with the same birthday in a room. Utilizes spreadsheets to work on the problem and discusses related teaching issues. Contains 20 references. (ASK)

To introduce students to the concept of proving a theorem, a simple deductive system is necessary where the rules are few and can be understood quickly. Presents games with this aim in mind. (ASK)

Explores how students interpret algebraic notation and what teachers can do to support appropriate interpretations. Presents two research-based strategies and concludes that in the face of reform and technological advances, finding a definition for symbol sense takes on added significance. Contains 22 references. (ASK)

Investigates the cereal box problem using both an experimental and theoretical framework, and Monte Carlo methods. Using empirical data, students can discover patterns and relationships that help them understand the origin of the theoretical solution to the problem. Contains 17 references. (Author/ASK)

Uses match sticks to construct various polyhedra in the Euclidian space R3. Formalizes the idea of a match-stick construction and characterizes all obtainable points with such constructions algebraically. Specifies all the constructible ones among the uniform polyhedra. (Author/ASK)

One way to assist students in developing correct intuitive ideas about the effect of sample size is to allow students to simulate similar problems. Describes experiences with classes performing simulation using graphing calculators. (ASK)

Describes a discovery-based geometry unit that keeps students actively involved in their learning. Highlights how geometry surrounds students every day. (ASK)

Uses instructional practices based on the van Hiele model to help students better conceptualize perimeter and area. (ASK)

Presents a method for introducing students to broken-line functions with unbroken domains. Concludes that a unit on broken-line functions should enhance students' understanding of the function concept. (ASK)

Presents remarks adapted from the presidential address given at the 1999 annual meeting of the National Council of Teachers of Mathematics (NCTM). Explains that the mathematics classroom teacher must create an environment that supports students, mathematics growth at many different levels, and ways in which to accomplish this. Considers changing…

Because one of the difficulties with the standard presentation of the Fundamental Theorem of Calculus (FTC) is that essentially all functions used to illustrate this theorem are taken from earlier material, many students never fully appreciate the essential role played by continuity in statement and proof of FTC. Introduces the sim x function that…