Some applications of ratio and proportion to scale drawing involving geometric figures are given. The activities or problems concern the earth and space, scale speeds, and the earth-moon system. (MNS)

The progression from simple interest to compound interest leads naturally and quickly to the number e, involving mathematical discovery learning through writing programs. Several programs are given, with suggestions for a teaching sequence. (MNS)

Rules from an old mathematics textbook are discussed. Suggested are approaches to using the materials with students, challenging them to come up with explanations of why the rules work. (MNS)

A realistic problem is presented, computing the probability of winning a sports playoff series if the probability if winning a single game is known. Only simple permutation formulas and some basic logic are required to solve the problem. Two computer programs and a discussion of solution methods are included. (MNS)

Discusses the role of computers in mathematics education, including their use (computer science) as a subject area and as a means of delivering instruction. Indicates that the computer challenge is here but the mathematics education system has yet to rise to the challenge. (JN)

Describes a full-year course called Applied Mathematics. The course covers topics in two general categories, namely, personal money management and job-related mathematics. General instructional strategies used and a sample student project (on budgets) are included. (JN)

Two British mathematics educators share their views about mathematics education in Britain and mathematics education in the United States, examining similarities and differences in mathematics education between the two countries. (JN)

Discusses: (1) use of matrix techniques to write secret codes (includes ready-to-duplicate worksheets); (2) a method of multiplication and division of polynomials in one variable that is not tedius, time-consuming, or dependent on guesswork; and (3) adding and subtracting rational expressions and solving rational equations. (JN)

Presents an activity for students in grades 7-10 (with ready-to-copy worksheets and overhead projector transparency masters) designed to develop the problem-solving skills of making and reading an organized list and searching for a pattern, and to provide practice in using the general heuristics of the problem-solving process. (JN)

Shows how to solve the Diophantine equation (x-squared plus y-squared equals z-cubed) with only one literal symbol. Listings of computer programs used in the solution are included. (JN)

Offers reasons why algebra should not be taught in the eighth grade, suggesting that this subject be replaced by a challenging, engaging alternative. Also suggests enriching the mathematics program to bring more students into mathematics classes. (JN)

The author uses a format in developmental mathematics courses that stresses (1) developing a positive attitude toward mathematics; (2) encouraging activeness on the part of the students; and (3) providing survival skills for nondevelopmental courses that encourage the practice of problem solving and analytical skills. Each of these areas is…

With a standard geoboard, five pegs by five pegs, how many different triangles can be formed using a single rubber band with the pegs serving as vertices? Discusses ways to solve this problem and offers related problems and some pedagogical considerations (particularly for the teaching of geometry and problem solving). (JN)

Presents activities involving the addition of antinumbers (which uses novel numerical characters); a puzzle which combines practice in working with polynomials and solving simple equations with intriguing facts about turkets; and searching for the number of different right triangles in a given square grid (which helps develop spatial…

Background information, list of materials needed, instructional strategies, two student worksheets (with answers), and three overhead transparency masters are provided for a lesson designed to help students develop estimating skills when multiplying or dividing numbers near a power of 10. The lesson is teacher-directed and initiated with overhead…