The author discusses the impact of mathematical developments around the turn of the century, and historical concerns and development of mathematics education. This article is a continuation of SE 515 504. (SD)

Rational points in the plane were defined as points having both coordinated rational. Students solved several problems linking rational points with lines, circles, and other geometric figures. (SD)

Topics covered include: a game involving dice, using curve stitching to teach number concepts, and an activity to introduce rectangular coordinate systems. (MP)

Selected examples of definitions, rules, and techniques found in several mathematics textbooks circa 1776 are presented. (MN)

The author illustrates a test-preparation method that involves boardwork by each student in working out practice tests. (MN)

The author argues the place of mathematics games as an integral part of curriculum materials. He describes one such game intended to give practice in the arithmetic of positive and negative numbers and the substitution of such numbers in algebraic expressions. (MN)

Students were measured on eleven aptitudes from Guilford's structure-of-intellect cube, and randomly assigned to symbolic or figural instructional modes for a unit on functions. Achievement was measured and compared for students with different aptitudes. (SD)

A series of interesting mathematical applications for the greatest integer function are presented. (JT)

Provides a metric area model which may be used to explain the square root algorithm. (CP)

The author mentions several broad types of student elementary algebra errors, including incorrect cancellation and cross-multiplication, notes confusing terms and factors, and gives several suggestions to help students avoid these. (MN)

The author argues that the idea of successive approximations is one of the most important in applied mathematics. The role of approximation in the development of the calendar is described. (SD)

The author recommends the use of flow charting to help students understand the manipulation of algebraic formulae. He identifies some problems with flow charts and suggests an alternative method of constructing flow diagrams. (SD)

A module built around programing the computer is described. It recognizes the need of many children to have algebra introduced in a practical way and to give some concrete meaning to it. (MNS)

Some activities are provided to help students develop a conceptual understanding of perimeter, area, and volume, as well as developing skills in spatial visualization and formulating generalizations. (MNS)

An activity is described as an example of an application that draws on the behavior of current in electrical circuits to create a symbolic algebra. Five worksheets are included, with discussion of their use. (MNS)