Describes a semester-long activity added to traditional homework assignments in which students complete a project that brings art together with science and mathematics. Students may choose any one of a combination of different art forms. (DDR)

Introduces games, puzzles, patterns, and drums from the African countries of Rwanda and Burundi. Contains 25 references. (ASK)

Discusses the place of cooperative learning in education and presents mathematics activities for cooperative groups. Concludes with the benefits of using scored discussions in mathematics classrooms. Contains 16 references. (ASK)

Describes how a mathematical model can be constructed and used to better understand human impact on natural resources. Uses the source of many current discussions in northern Idaho to present algebraic concepts and show an application of exponential functions. Contains 13 references. (ASK)

Presents an activity in which students are asked to plan a garden then gather and analyze data on plant height versus available space. Provides historical information on gardening. (ASK)

Describes how various projects helped middle school students build mathematical conclusions through algebraic thinking as they used number patterns and verbal rules to explore the interrelationships of representations. Suggests some topics for projects. (AIM)

Presents an activity based on an investigation of airplanes and runways by using a goniometer to measure the angles. Concludes that these kinds of real world explorations provide yet another vehicle for middle school students to explore exciting and meaningful mathematics. (ASK)

Presents an activity for demonstrating the area of five geometric figures--the square, the rectangle, the parallelogram, the triangle, and the trapezoid--that is based on a simple tangram puzzle. Suggests ways in which this activity can be used at several different levels. (ASK)

Discusses Monte Carlo methods, powerful and useful techniques that rely on random numbers to solve deterministic problems whose solutions may be too difficult to obtain using conventional mathematics. Reviews two excellent candidates for the application of Monte Carlo methods. (ASK)

Describes how third grade students worked together to investigate relationships between fractions and percents using a spreadsheet tool. Highlights a dynamic classroom environment in which students and teachers work together as a community to learn and do mathematics. (ASK)

Presents a long-term project that directs students' focus toward real world uses of mathematics and instills in them the excitement of engaging in mathematical work. Describes how a third grade class created a book about mathematics that contains mathematical games and puzzles, original story problems, and mathematical riddles. (ASK)

Describes an informal research activity in which third grade students invent their own algorithms for multidigit multiplication and division. Discusses teaching implications and action research ideas. (ASK)

Describes how to use a one-handed clock for teaching time telling: make a one-handed clock (hour hand only); discuss clock history; have students use approximate language to describe where the hour hand is; have students practice with their own clocks; introduce the minute hand; have students compare the clocks; and have students add minute hands…

Computation activities focusing on speed and accuracy do not provide children with the opportunity to learn or develop their own mental computation strategies. Sets out some goals and ideas for teaching mental computation and introduces a card game for helping children compute mentally. (ASK)

This article describes TI-73 calculator activities appropriate for middle school students. It was found that the use of the calculator allowed for higher-level thinking and a richer exploration of mathematical ideas by students. [Included with this article are "Dice Roll Worksheet" and "Transforming Tree Worksheet".] (Contains 9 figures.)