Discusses experiences using a new mathematics curriculum with sixth grade students for nine weeks. Presents a student's discovery of her power in mathematics through this problem-centered curriculum. (ASK)

Describes a student project that enables students to experience problem-solving strategies and construct their own understandings of the problem-solving strategies by researching the problem-solving process itself, uncovering and defining strategies that they can subsequently use to solve problems, and exploring the impact that attitude has on…

Presents an opportunity for students to become familiar with the fundamental premise of iteration for a new branch of mathematics that is known as chaos theory by using graphing calculators. (ASK)

The study of statistics can be enhanced by using real-world data and problems obtained from the Internet. Uses data on HIV infections in Asian and Pacific Islander females to teach both descriptive and inferential statistics. (ASK)

Shares some reflections about using simulations on the Internet to teach statistics. Discusses problems of learning statistics, Internet terminology, statistical resources on the Internet, interactivity, and problems related to the use of Internet resources. (ASK)

Introduces a popular children's book which is the foundation for activities that introduce students to some basic concepts of probability. Recommends the use of this book to engage middle grade students in exploring patterns related to counting. (ASK)

Presents an activity in which students must arrange five fractions represented by dominoes in ascending order and justify their reasons for the ordering. Representing common fractions with dominoes helps identify students' misconceptions about fractions. (ASK)

Describes a game to generate discussion and confront misconceptions about decimals. (ASK)

Diversity can be introduced in algebra without needing extra time. Explores three opportunities to encounter and engage diversity: (1) history; (2) multiple representations; and (3) object concept of function. (ASK)

Presents responses to a question that appeared in the February 1999 Problem Solvers section of this journal about using four isosceles triangles to make different figures. (ASK)

Focuses mainly on a common example in technology-rich mathematics curricula, namely the line of best fit, followed by a discussion of two additional examples, interpolating polynomials and complete graphs. (ASK)

Presents an activity in which students use their skills as creative thinkers and writers and combine them with their knowledge of geometry to create their own class Book of Creative Geometry. (ASK)

Presents a way to examine in depth the polynomial approximation of a transcendental function by using graphing calculators. (ASK)

Presents a student mathematics project aimed at developing students' skills with computer spreadsheets and using the Internet to give students an appreciation of the many ways that mathematics can describe common everyday items--in this case the bicycle--and make them aware of their own role in learning. (ASK)

Presents the discussion of three teachers who were searching for understanding of problem-centered instruction in mathematics education. Aims to help readers reflect on how they see problem solving in their own classrooms and to reconsider ways in which they use problems in instruction. (ASK)