Shares different students' solutions for a problem entitled How Much Film?, which appeared in the November 1997 issue of Teaching Children Mathematics. The problem has to do with how many rolls of film are necessary to take 687 pictures. (ASK)

Describes an interdisciplinary project with 13-year-old pupils that brings the history of mathematics into the project. Concludes that many changes were observed in the attitudes of pupils toward mathematics and that this project enabled pupils to see human aspects of mathematics. (ASK)

Offers a guide to some available resources on the internet to help teachers judge how best to use new technology for the benefit of their students in the context of adding a historical dimension to mathematical studies. (ASK)

Illustrates the addition, subtraction, and representation of fractions using an area model and a measurement model. Also demonstrates multiplication and division of fractions by employing the area model. (ASK)

Presents a process model developed for interaction and mathematical level raising focusing on the individual learning process and relates this model to research. The model is meant to show how level raising can be realized by allowing students to work in small groups on a mathematical problem. Contains 24 references. (Author/ASK)

Rich and stimulating instruction in geometry can be provided through playful activities with mosaics such as pattern blocks or design tiles. Presents an intriguing mosaic puzzle to describe activities at various developmental levels and how the activities can help develop children's geometric thinking. (ASK)

Presents interesting activities to develop mental imagery and the ability to transform these images. Concludes that using images facilitates mathematical thought in numerical and geometric settings. (ASK)

The amount and placement of instructional time devoted to various types of computation are crucial. Reviews messages regarding what and how computation should be developed in elementary school mathematics and offers a proposal for a K-8 computation curriculum. (ASK)

Presents an activity that utilizes a digital camera to capture a stream of water from a faucet to study quadratic behavior using graphing calculators. (ASK)

Provides examples of student work on a problem which shows that students solve problems in several different ways. Discusses challenges to the teacher that might result from problems such as these. (ASK)

Presents building-up strategies and activities for preservice teachers to help students move from using informal strategies to expressing proportional relationships in algebraic terms. (ASK)

Describes a problem-solving lesson involving 24 attribute blocks in which students discuss relationships between patterns, colors, shapes, and quantity. (ASK)

Demonstrates examples, one of which is an extension of "guess and check," to include variables rather than numbers. The quadratic equation az2+bz+c=0, is solved by assuming a complex solution of the form z=x+iy. Explores the use of deMoivre's theorem in deriving trigonometric identities with other examples. (Author/ASK)

Presents responses to the pattern problem that appeared in the November 1998 "Problem Solvers" section of this journal. (ASK)

Describes a process of data collection with young children using the outdoors as a mathematical context. The process of data collection and processing introduces children to more abstract mathematics as they sort and classify data, create graphs, compare datasets, examine patterns, and interpret graphical representations. (ASK)