Presents an activity to involve students in mathematical communication and creative thinking. The activity is similar to the "pass it along" gossip game in which each person in a chain adds a piece of information. The class analyzes the resulting mathematics problem using George Polya's problem-solving techniques. (MKR)

Discusses the formation of a geometry club in which members (students, teachers, staff) of a high school meet in order to discuss and demonstrate the mathematics in Euclid's Elements. (MKR)

Presents a mathematics problem involving speed of a walking student versus speed of light reflection in a high school hallway. (MKR)

Presents an activity, including worksheets, that introduces the ideas behind CAT scanners and explains how they are used in medical research and diagnosis. (MKR)

Presents a classroom scenario in which a student concocts a unique solution to a standard circle exercise and the class attempts to verify if the solution works for all cases of the problem. (MKR)

Presents four activities that use graphing calculators, spreadsheets, and graphing software to model population growth. (MKR)

Discusses a conjecture of a ninth-grade student that extended a geometry theorem about trisecting sides of a triangle. Presents a proof and extensions. (MKR)

Describes an activity in which students are given a set of designs and are required to use their electronic grapher to reproduce the designs. The activity reinforces students' understanding of lines and of the formula for a linear function. (MKR)

Promotes the use of journals, laboratory reports, and portfolios in mathematics class to improve communication between teacher and student, to monitor student progress, to make instructional decisions, and to evaluate student achievement. (MKR)

Describes a project in which trigonometry and precalculus students cooperate to measure the height of an inaccessible water tower. (MKR)

Suggests guided discovery techniques to help students find the rule by which an arrival sequence of consecutively numbered school buses is considered a "success," and presents arguments by Honsberger for a formula to calculate the number of successful patterns for a given number of buses. (SEW)

Cooperative groups were given transparencies of eight regular inscribed polygons and overlays of corresponding circumscribed polygons and were asked to find the perimeters and ratios of perimeter to diameter. Transparencies give students a graphic illustration of limits. Includes reproducible worksheet. (NI)

How can a chain with 63 links be cut in 3 places so that you could hand a person any number of links from 1 to 63? Considers variations on the problem and derives a general formula. (TO)

Discusses two six-week projects for high school students involving qualitative and quantitative research methods to integrate mathematics and English. Students use descriptive statistics and prose to present findings about (1) their school space and (2) daily life for American troops in the Gulf War. (KMC)

Describes an activity in which students deal a deck of cards to 5, then 4, then 3, then 2 players; note the number of cards left over each time; and from this information determine the number of cards in the deck. (MKR)