The use of a multiple approach using both geometric and algebraic contexts is suggested in teaching concepts. Several examples are given including area and multiplication, length and number, and functions and power. (MP)

A technique is given for solving problems involving a balance scale and a number of coins which are to be sorted in a certain number of weighings. (MP)

A number of questions are posed that can be answered with the aid of calculus. These include best value problems, best shape problems, problems involving integration, and growth and decay problems. (MP)

Student errors led to this exploration of the conditions under which log of x base a = x. The discussion requires only techniques contained in a first-year calculus course. (MP)

A game is described that is designed to give students practice with operations on integers. The rules can easily be changed to provide more (or less) challenging situations. (MP)

Three topics related to teaching mathematics are discussed: a problem with the order of operations, teaching fractions, and an application of the distributive property. (MP)

Examples illustrate the use of APL for teaching selected topics from logic, set theory, algebra, number theory, and calculus using the glass box approach. (MP)

This activity unit leads students to discover facts related to the maximum area enclosed by figures with given perimeters. Three worksheets are included. (MP)

Described is a calculator race that is designed to require a fast touch with the calculator and also the ability to apply mathematical knowledge. Sample questions are given. (MP)

An alternate method for factoring quadratic equations is presented as being quicker and easier to use than the trial-and-error method. (MP)

The graph of this function is analyzed by using calculus methods and the computer. The graph in most texts is shown to be misleading. (MP)

A series of five questions, related to a specific example, outlines the process of applying mathematics to real-life problems. These include needed information, translation, assumptions, solution, and generalizations. (MP)

The students, the general aspects and emphases of the curriculum, and the equipment and texts are discussed. An abbreviated course outline and a brief self-evaluation of the program are included. (MP)

Basic skills are defined as the method of inquiry or the process of mathematics. The calculator is discussed as being potentially useful in extending process skills. (MP)

A method for converting francs to dollars and dollars to francs is shown to involve the harmonic mean. (MP)