Utilizes a survey to determine the use of manipulatives for mathematics instruction in rural school districts in Illinois. Concludes that the percentage of K-6 teachers using manipulatives for mathematics instruction in the seven rural counties was encouragingly high at 94%. (ASK)

Presents an activity in which students study statistical concepts using data from Super Bowl games. (ASK)

Provides background information on genetics and presents a mathematics activity that uses genetics to study probability. (ASK)

Discusses the geometric and mathematical features of the pyramids in Cairo. Describes the relationship between the great pyramid and Pi. (ASK)

Discusses ways of answering students' questions about when they will use the mathematics they learn in the classroom. Presents examples of the use of mathematical applications in real-life situations. (ASK)

Shares experiences of teaching probability from a constructivist perspective. Discusses the role of cognitive conflict, teaching the unit, and evaluation processes. (ASK)

Continues analyzing some fundamental mathematical ideas on logic and proof. Provides some sample problems and their solutions. (ASK)

Presents an activity in which students study mathematically the structure of the most perfect building ever created, the Parthenon. Focuses on the conic sections. (ASK)

Presents an activity on polyominoes and soma cubes in which students look for patterns. Presents the author's personal reflection on her practical teaching experiences as a student teacher. (ASK)

Describes ways of thinking about probability and some common student misconceptions. Suggests ways of addressing students' misconceptions and illustrates these ideas with an example. (ASK)

Introduces two methods of introducing trigonometry: ratio method and unit circle method. Presents a teaching experiment with two groups of students, half of whom were taught with ratio method and the other half with unit circle method. Concludes that ratio method students were better able to master the skills required and made greater improvements…

Suggests that teachers could write problems to suit student populations in their schools and in the process of doing so encourage discussion, reflection, and writing by their students on mathematical language. Presents a series of games for the creation of equations for Year 7 students. (Contains 13 references.) (ASK)

Introduces handling data as conceived by Euclid, which provides some interesting possibilities for students to investigate fundamental geometrical ideas as well as relating some elementary geometry with elementary trigonometry. (ASK)

Presents an activity in which students use computer-based spreadsheets to find out how much grain should be added to a chess board when a grain of rice is put on the first square, the amount is doubled for the next square, and the chess board is covered. (ASK)

Outlines the embedded mathematics in which important but hidden calculations are being done for communications in commerce. Explains two key concepts, error detecting codes and error correcting codes. Illustrates these ideas using two familiar examples, barcodes and ISBN numbers. (ASK)