Calculus students have great trouble visualizing solids of revolution and their cross sections. Illustrates the use of props in order to help students understand the solid revolution. (ASK)

Introduces students to nonperiodic tiling and allows them to construct their own sets of kites and darts through a series of explorations, conjectures, and discoveries. (ASK)

Introduces the Euler line theorem and the nine-point-circle theorem which emphasize transformations and the power of functions in a geometric concept. Presents definitions and proofs of theorems. (ASK)

Investigates the problem of finding all triangles that have natural-number sides for which the area is numerically equal to the perimeter. (ASK)

Uses vectors and programming with graphing calculators to analyze a ride in an amusement park (the "Scrambler") that has three long arms that revolve horizontally around a central post, at the end of which hang seats revolving in circles. (ASK)

Responds to the question of how to know whether reforms have an influence on student learning. Discusses the shift in epistemology about the learning of mathematics, systemic notions about schooling, appropriate evidence related to the notion of schooling practices, and assessing mathematics literacy. (Contains 12 references.) (ASK)

Discusses the benefits of new technologies, especially graphing calculators, in the teaching and learning of mathematics. Presents two activities for teaching algebra and regression using graphing calculators. (ASK)

Presents a mathematics learning cycle that can be use in teaching mathematics and gives two examples of how this learning cycle can be utilized in mathematics classrooms. (ASK)

Describes experiences and presents ideas to cope with students of lower ability and improve their self-esteem. (ASK)

Provides a conceptual framework that can be used by teachers to analyze student responses that incorporates learning technologies. Introduces an assessment task on exponential functions that illustrates how the rubric can be used to identify an individual's level of performance. (ASK)

Numeracy may become a focus on the teaching and assessment of basic number skills. Such a focus on numeracy may de-emphasize the aim for numeracy, which is using mathematics in real contexts where the purpose of the activity is something other than just learning school mathematics. (Contains 11 references.) (ASK)

Presents an example of an introductory lesson on spreadsheets which provides a quick overview/revision of the essential elements of spreadsheeting before progressing to programmed exercises. (ASK)

Outlines a few classroom applications of mathematics using commercial internet sites such as internet banking, house plans, garden watering systems, and industrial awards. (ASK)

Creates graphs to see how the relative frequency of an event tends to approach the probability of that event as the number of trials increases. Uses a simulation of a poker machine to provide context for this subject. (ASK)

Discusses the mistakes of Kirschner, the German philosopher and mathematician, in calculating factorials of large numbers by hand in the 1600s. Uses computer technology to calculate those numbers now. (ASK)