Magic circles, number puzzles somewhat more complex than magic squares, are described and discussed. (MK)

A computer program in BASIC is presented, with the underlying algorithm explained, for multiplying any two multi-digit numbers and obtaining an exact answer. (MP)

Outlines some issues in number programing with three- to five-year-old Down's syndrome children as it has developed over the last three years. (MP)

An example is presented that can be used to introduce the study of limits of sequences through recursive formulas yielding square roots. (MP)

A proof is given of the irrationality of the square root of 2 which depends on notions of terminating and repeating decimals. (MP)

A class's struggle with the computer solution of a nontrivial problem is related. The use of algorithms allowed a trial-and-error approach.

Topics discussed include: maximizing the volume of a box, finding different size squares on a geoboard, the angles formed by the hands of a clock, and questions related to three consecutive integers. (MP)

An argument is given for providing children with visual images for number concepts that they can internalize and which can aid understanding of numbers and their relations. (MP)

Topics discussed are: triangular numbers; three proofs of the surface area of a sphere; reverse notation; highest common factors; square roots from a graph; and clock geometry. (MP)

Activities are suggested for setting up a mathematics center for a week or more at a time. The activities relate to weight, counting, puzzles, length, graphing, and ordering. (MP)

Reactions to a two-week workshop are given. Conclusions are that chisanbop has presented a misleading picture and is highly overrated. (MP)

An activity is described that is designed to give students a chance to learn about speed by calculating their own running or walking speed and the speed of cars. (MP)

This paper discusses the process of investigating a mathematical situation, making conjectures, formulating an equation, then using mathematical induction to show the result is valid. Several examples appropriate for secondary school level are given. (DT)

Activities are described in which the calculator is used for extending students' knowledge of place value and of basic arithmetic operations. (DT)