Presents an activity in which students study geometrically the structure of tiling in a cafe in Bristol. (ASK)

Discusses students' progress through distinct levels in the development of their thinking as described by van Hiele levels. Focuses on the quadrilaterals and suggests some level 3 tasks and construction problems. (ASK)

Discusses the use of Calculator Based Ranger (CBR) in mathematics classrooms. Provides a classroom activity in which students graph walking in different directions and speeds. Presents student work and testing. (ASK)

Shares observations on the use of graphing calculators based on anecdotal evidence and conversations with teachers in the United States. Compares these issues according to U.S. and Australian educational systems. Discusses the acceptance of calculators into the U.S. educational system, teacher expertise levels, and equity issues. (ASK)

Addresses the desirability of retaining good ideas from previous curricula when updating a mathematics program and cautions against neglecting the structure of mathematics in attempts to swing toward the applied mathematics mandated by the Standards document. Emphasizes that the final product in mathematics is deductive proof, which is what…

Describes a workshop where mathematics can be explored both individually and with others, and where the focus is on the support of ideas and understanding rather than on specific answers. Demonstrates students' improved interest in mathematics by hands-on projects emphasizing visualization, manipulation, and modeling. (AIM)

The Data Driven Mathematics Curriculum Project has produced 11 modules for use in grades 8-12. The modules integrate data analysis using real applications into the teaching of traditional mathematics topics. The data-analysis skills build connections between mathematics and other subjects and also outside the classroom. (AIM)

Compares a function to a mail carrier, with each letter, or domain value, placed in exactly one mailbox, or range value. Continues the mail carrier analogy for a constant function, a one-to-one function, and an onto function. (AIM)

Two lessons, 1 dealing with Social Security taxes and the other with the Dow Jones industrial average, are presented along with 10 questions and answers designed to demonstrate to students that mathematics is useful, current, and newsworthy. (AIM)

This article reviews some of the research on indirect proof, discusses implications of the research for teaching, and offers some specific examples and strategies that can increase students' success with this important proof technique. (AIM)

Discusses teachers' perspectives of alternative assessment, including loss of predictability in the classroom, content coverage, familiarizing students with the teacher's expectations, dealing with increased demands on time, and communicating with parents. (AIM)

Discusses how to set the size of the viewing window for a graphing calculator so that it is "user friendly" for all levels of students. Visually correct graphs, numerical interpretation, determining screen size, and setting friendly windows are addressed. (AIM)

Discusses a simple procedure for determining our exact location on Earth based on the motion of celestial bodies and latitude and longitude. This hands-on activity requires students to design and construct an apparatus that will produce accurate measurements. The materials required are a knitting needle, a tape measure, and a sunny day. (AIM)

These remarks are adapted from the Presidential Address at the National Council of Teachers of Mathematics in April 1996. The common goal of improving mathematics education for all is stated, and the importance of connecting mathematics to real-life situations is discussed. (AIM)

Suggests using a structured feedback form to facilitate communication between teacher and students. The form has columns for assignments/tests, scores, ways to improve, strengths, and teacher's comments, plus a response column for the student's comments. (MKR)