Answers to mathematical problems come in all forms and most come with a variety of questions. Students often forget to ask questions once they have found an answer. This paper suggests that students would always benefit by questioning answers.

In this research paper we discuss how some multiple-choice questions may be used to improve understanding, to develop and to assess modelling capabilities and as an aid to teaching.

A variety of applications of logarithms are presented along with suggestions about how this topic might be made more interesting and relevant in a secondary classroom. In most cases, the treatment is multi-modal using numerical, graphical and algebraic approaches.

At the University of Southwestern Louisiana, an innovative course in college mathematics, Math 107, was designed to place mathematics into the context of everyday life and to use concepts from several disciplines within mathematics including algebra, geometry, statistics, probability, and data analysis. Inherent within the teaching of Math 107 was…

This activity guide is a supplement to the November 1996 issue of the National Council of Teachers of Mathematics Student Math Notes. It contains a series of problems based on one main story problem. Using this problem and the other problems contained in the guide based on it, students explore different mathematical concepts such as graph theory,…

Students need in-school mathematical experiences to build on and formalize the mathematical knowledge they gain in out-of-school situations. This paper presents illustrations from research that was conducted to better understand how mathematics practice and problem solving in everyday work situations compared to secondary students' solutions of…

Why mathematics should be learned is discussed. Its role as an important active force in the development of our civilization, and as the most useful subject taught in our schools, next to English, is noted. The primary objective of all mathematics work is to help man study nature, and some practical achievements of this connection are noted.…

This paper, the author's introductory remarks at a British conference concerning Modern Mathematics and the Teaching of Science, describes the contrasting objectives of students, mathematicians, and scientists with respect to the mathematics curriculum. (SD)

This paper, prepared for a British conference on Modern Mathematics and the Teaching of Science, explores the problem of the relationships between mathematics and science curricula. Four hypotheses concerning the cause of "worsening" of the problem are posed. (SD)

Classroom activities related to athletics can be used in teaching statistical concepts. Here the correlation of seeding and placing in a tennis tournament is developed. (SD)

Weather data gathered from the local newspaper can be used in teaching a unit on statistics. (SD)

The history of alligation problems as a part of the mathematics curriculum is briefly reviewed, and the non-unique nature of the solutions to many problems is discussed. (SD)

The author describes a series of current economic ideas and situations which can be used in the mathematics classroom to illustrate the use of signed numbers, the coordinate system, univariate and multivariate functions, linear programing, and variation. (SD)

The author suggests several problems which can be investigated by beginning statistics students. All the problems discussed arise from the game Bingo. (SD)

Report comments about the problem of providing mathematical training for biologists, and then reports on the range and type of mathematics required by biology students at different stages and for different specializations within biology. (BR)