Three ideas are shared: using geometric figures in motivational practice of order operations with prealgebra students; constructing a test with a holiday theme to increase student interest; and coding greeting cards for students that can be solved mathematically through the use of previously learned concepts. (MP)

The MIU system is presented as a potential instruction unit in mathematics involving the derivation of theorems. A program written in BASIC is included that can be used to generate new theorems. The MIU system can give students a glimpse into the meaning of artificial intelligence. (MP)

Examples of some geometric illustrations of limits are presented. It is believed the limit concept is among the most important topics in mathematics, yet many students do not have good intuitive feelings for the concept, since it is often taught very abstractly. Geometric examples are suggested as meaningful tools. (MP)

The beauty of discovering some simple yet elegant proof either to something new or to an already established fact is discussed. A combinatorial problem that deals with covering a checkerboard with dominoes is presented as a starting point for individual investigation of similar problems. (MP)

A hungry worm is looking for something to eat according to very specific rules, and the path he takes is a graph. The problem is detailed in Applesoft BASIC using low resolution graphics for worms that turn 90 degrees and high resolution for worms that can turn 45 degrees. (MP)

Ideas are presented regarding: (1) unique learning activities for students who have difficulty with operations with signed numbers; (2) a mathematical inspection of a unique card trick that can be expressed as an equation; and (3) sketching of graphs of composite trigonometric functions. (MP)

Wind chill is detailed and noted as an estimate of how cold the wind makes a person feel in cold weather. A worksheet master that provides a table of temperatures and wind speeds is provided along with a set of problems. Answers to the brief question set are provided. (MP)

A program developed by a high school freshman is presented that plots unusual graphs on the screen of a TRS-80 computer. The view promoted is that teachers of advanced mathematics should not be surprised if new ways of looking at the subject come from students interacting with computers. (MP)

Ideas and activities are presented which are designed to help students gain better understanding of area and area formulas. It is felt many pupils have developed extremely vague or false notions about the concepts, and fail to understand why areas of certain regions can be determined through linear measurement tools. (MP)

Alternate strategies are suggested for finding the altitudes of two different pyramids using the Pythagorean Theorem and a worksheet approach. (MP)

Some ways of thinking and acting geometrically are described which are related to the approach used by ancient humans. The focus is on intuitive geometric imagery, an attempt to resurrect a way of describing possible viewpoints of geometry outside of those commonly accepted. (MP)

Reasons for one who teaches mathematics to know some mathematics history are investigated. Processes rather than products of mathematical creativity are the preferred subjects of study. (MP)

This paper discusses a technique, challenging students to solve problems published in mathematics periodicals, which has been used successfully with gifted students in a regular high school class. (Author/MK)

Problem posters that focus on the use of information from a chart to find a solution are featured. One poster looks at the prices of picture postcards and is geared for grades one through three. The second poster, designed for levels four through eight, focuses on postage rates. (MP)

Activities designed to lead pupils through the process of using the basic measuring and drawing devices of geometry are presented and move to the discovery of several surprising generalizations about arbitrary triangles. (MP)