Discusses reasons for using spreadsheets in mathematics education. Presents mathematics activities for beginning algebra classes using spreadsheets. (ASK)

Presents a mathematics problem that emphasizes looking for patterns and organizing one's efforts, and a vignette that exhibits classroom efforts while solving the problem. (ASK)

Discusses the use of quick-image activities in which the teacher flashes one particular image consisting of dots on the overhead projector screen for three seconds, hides it from view, then asks students to tell how many dots were shown and to describe what they saw. (ASK)

Presents Ptolemy's theorem on geometry and its proof. (ASK)

Presents the Newton-Raphson algorithm, which is an iterative way of finding the root of an equation f(x)=0. (ASK)

Offers methods for teaching the values of coins, their relative values, the values of a set of coins, comparing the values of sets of coins, creating a set of coins with a given value, and creating a set of coins with a given value by using the fewest coins. (ASK)

Evaluates the use of modern CAD methods to solve geometric problems. Solves descriptive geometry problems using the layout and position of the successive auxiliary views from the projection of three-dimensional figures onto a two-dimensional plane of paper. (CCM)

Identifies common misconceptions about polygons. Discusses current practices used to teach geometry to search for the source of misconceptions, and describes ways to help students avoid these misconceptions. (ASK)

Presents a problem for students in grades 1-6 concerning the concept of probability. Discusses the student problem-solving process, and provides some responses to the problem published in the January 1998 issue of this journal. (ASK)

Presents an investigative process of conjecture followed by proof by induction using a combination of manipulatives and technology, placing special emphasis on the use of different representations. (ASK)

Uses everyday situations that students experience, in order to attract and hold student attention and promote understanding of linear inequalities. (ASK)

Describes an activity in which students present two mathematics-related quotations, one written by a famous mathematician and one original statement that they themselves have written. Encourages students with different strengths and learning styles to participate more fully in the lesson. (ASK)

Provides a set of classroom activities or steps that can be used to determine the area of a triangle on a sphere. (ASK)

Errant mathematical views are widely found among teachers, their students, and authors of applied mathematics texts. Suggests classroom experimentation, both to confirm the occurrence of these errors, and to apply the appropriate corrective teaching. (Author/ASK)

Shows how the joint use of a dynamic geometry program and a spreadsheet can provide a computational environment for exploring geometry on plane lattices that lessens the risk of developing the false empiricist view of mathematics often associated with the use of information technology. Contains 17 references. (Author/ASK)