Proposes a mathematical way of thinking about how well a rolling object moves. Describes classroom activities that were carried out to measure and evaluate models of rolling objects. In theory, the activities lead immediately to the theory of convex sets. Also includes discussion on Reuleaux rollers. (AIM)

Illustrates how mathematicians work and do mathematical research through the use of a puzzle. Demonstrates how general rules, then theorems develop from special cases. This approach may be used as a research project in high school classrooms or math club settings with the teacher helping to formulate questions, set goals, and avoid becoming…

Defines and discusses anamorphic art and describes an anamorphic art activity using the reflection of mirrored cylinders through a grid system. Particularly suitable for algebra or geometry classes. Requires some minimal skills from coordinate geometry and spatial visualization. (AIM)

Discusses the interconnection among the various modes of the TI-92 calculator (geometry, data graphing, function graphing, and algebra) and how the power of visualization is extended to provide multiple approaches to complex problem situations. Provides a graphing problem with illustrations and results. (AIM)

Discusses the benefits of dynamic geometry software in helping students learn to write proofs. The software allows students to create simple geometric figures, explore relationships, make conjectures about their properties, and test those conjectures. (AIM)

Presents an extended hands-on project for eighth-grade mathematics classrooms in which students are to determine the probability that a local creek would flood. (ASK)

Presents a mathematics activity to model the exponential growth of the common cold, AIDS, or any other communicable disease. Underscores the effect that a friend's or partner's previous behavior may have on a current relationship and on society at large. (ASK)

Presents a modification of the tabular method for evaluating two types of integrals that requires using the integration-by-parts method twice. (ASK)

Summarizes and extends a well-known geometry theorem that states that any triangle inscribed in a circle with one side of the triangle a diameter of the circle, is a right triangle. (ASK)

Presents a method to make precalculus college freshmen accountable to the class for doing at least some of their assigned homework problems by making each student an expert on one or more of the assignments. (ASK)

Presents an activity on linear functions that is designed to help students become familiar with the graphs, equations, and tables of these functions while focusing on issues related to cost, revenue, and profit. (ASK)

Discusses new techniques and new approaches to gathering information about student learning. Describes a project entitled "Enhancing the Teacher's Role in Assessment" in which 36 teachers from 11 school districts learned about traditional and alternative assessment. (ASK)

Discusses how using quotations in mathematics class can alleviate narrow, educationally detrimental misconceptions of the nature of mathematics by illustrating its richer aspects. Lists some quotations on different aspects of mathematics and provides information for finding quotations. Contains 26 references. (ASK)

Explains how geometric constructions can enrich students' visualization and comprehension of geometry. Presents examples of geometric constructions that students can construct using the Geometer's Sketchpad. (ASK)

Focuses on solutions to a single problem using both induction and deduction by utilizing a TI-82 graphing calculator to illustrate symbolic, numerical, and graphical approaches to the problem. (ASK)