Discusses ways of using role play to link students' mathematical knowledge in the real world. (ASK)

Takes a theme from "IMPACT Maths" and works it into a spreadsheet activity to display data in bar charts, pie charts, and line graphs. (ASK)

Discusses the use of the Excel computer program to develop and distribute simple models that provide a clear visual representation of a chosen probability distribution's properties to students. (ASK)

Creates graphs to see how the relative frequency of an event tends to approach the probability of that event as the number of trials increases. Uses a simulation of a poker machine to provide context for this subject. (ASK)

Surveyed seventh and eighth graders to determine whether middle school students view problem solving as a normal part of their mathematics classroom activity. Gleaned student attitudes toward problem solving and their beliefs about their ability to solve problems. Findings pose implications for mathematics instruction. (JPB)

Helping children become mathematicians is a valuable way to engage them with the power of mathematics. Describes an example with primary children and distance education. (ASK)

Reports what real life contexts meant while teaching Year 11 Geometry and Trigonometry. Presents problems to support the teaching of a topic on vectors in three-dimensional space. Takes a critical look at five of the problems in view of students' responses to them. (ASK)

Addresses ways in which children's literature promotes mathematical communication. Describes the natural connections between mathematics and children's literature. Provides a list of resources for teacher use. Describes classroom experiences and activities in which literature is a springboard for children's mathematical communication. (SR)

Describes and analyzes a learning episode in which two children in year 4 interact with each other and their teacher while playing a probability game involving chocolate M&Ms. Children developed key ideas in probability from a game that was designed to produce cognitive conflict. (ASK)

Students can form beautiful curves through a kinesthetic experience by using a dynamic geometry program. The examples included are parabolas, pursuit curves, spirals, and more. (MM)

Presents a problem that has been well received by students in undergraduate mathematical statistics courses. The problem is presented as a game in which students are asked to choose between two alternatives, as if they were betting. (ASK)

Showcases applications of mathematics designed to demonstrate to students how the topics under study are used in the real world or to solve problems. Presents an activity on thermal systems using spreadsheets or graphing calculators. (ASK)

Presents a mathematician's reflections on his experiences as a young mathematician in elementary school and at home, including some mathematical moments that sparked his interest in dimensions and mathematical thinking. Also describes his experiences working with K-6 teachers and students. (Contains 17 references.) (ASK)

Illustrates how dyads and group discussions can build student confidence and bring out the mathematician in all students. Dyads provide the structure and opportunity for all to develop their potential. (ASK)

The study of leap year and its development offers an interesting real-world situation for students to exercise qualitative reasoning about operations on decimals. Presents an activity in which students investigate time measurement by studying a variety of calendars, past and present. (ASK)