Illustrates ways of using algebra tiles to give students a visual model of competing squares that appear in algebra as well as in higher mathematics. Such visual representations give substance to the symbolic manipulation and give students who do not learn symbolically a way of understanding the underlying concepts of completing the square. (KHR)

Describes a way of using the extended metaphor of an imaginary airline that bridges the gap between students' work with logic and their creation of proofs. (KHR)

Investigates mathematical phenomena with students through a dialog between teacher and students in an inquiry-based mathematics class. (KHR)

Presents activities designed to introduce a mathematical idea having several applications for determining the optimal location for a radio station's transmitter and the best locations for a fire station. Includes student worksheets and solutions. (KHR)

Offers suggestions for real-world projects in the statistics classroom for business students. (KHR)

Presents a geometric problem and illustrates four different ways to solve it: (1) a synthetic approach; (2) a coordinate approach; (3) a vector approach; and (4) a transformation approach. (KHR)

Describes the vision of the National Council of Teachers of Mathematics' (NCTM) "Principles and Standards" and continuing efforts to improve the mathematics education of all students. (KHR)

Describes Project Jacobean, which offers students an opportunity to investigate differential calculus appearing in the study of literature. Presents procedures for student activities in which they experience the rigor of deducing conclusions and realize that viewing their work critically can be constructive. Introduces the essence of scholarly…

Discusses what a good model of student assessment is, recommends the National Council of Teachers of Mathematics' (NCTM) Assessment Standards for School Mathematics (1995), and describes how it works. Suggests criteria for relevant assessment items with examples. (KHR)

Provides a strategy that can help teachers and students begin using the history of mathematics as they learn more about both the history and mathematics--namely, think about who does math, how math is done--and what math is. (KHR)

Suggests that the history of mathematics is a fluid field within which lively debate occurs. Shares a math problem that requires a community of scholars to simulate the process by which the history of mathematics is actually developed. (KHR)

Presents ways of making mathematics come alive for students including inviting historical mathematicians into the classroom. Suggests that costumes and drama add special appeal to looking at the history of mathematics. (KHR)

Describes the history of the 14th-century mathematician and some samples of his work with word problems. Introduces ways of using historically original sources as a way to interest students and teach mathematics. (KHR)

Discusses etymologies of mathematics words as a rich resource for deepening student understanding and appreciation of mathematics, history, and language. Presents detailed examples concerning the branches of mathematics, conic sections, and words of Arabic origin. (KHR)

Discusses textbooks from the 1800s for young ladies versus young men, for the youngest students, more advanced students, and university students. Regards these publications as furnishing a record of the skills thought to be essential at the turn of the previous century. (KHR)