Describes students' investigative work that resulted from playing the game Set in an attempt to show how such games can be used to develop mathematical reasoning. (ASK)

Focuses mainly on a common example in technology-rich mathematics curricula, namely the line of best fit, followed by a discussion of two additional examples, interpolating polynomials and complete graphs. (ASK)

Presents activities that combine astronomy problems with algebra, geometry, trigonometry, data analysis, and physics. Provides experiences for students in making distance measurements themselves by using the method of parallax. (ASK)

Introduces service learning and explores how it can be used in mathematics education. Relates experiences of using service learning in mathematics classes. (ASK)

Shares the experiences of intermediate algebra course instructors at a large urban community college in using a service-learning project to help students understand and appreciate the mathematics they were studying. (ASK)

Presents an activity in which students use their skills as creative thinkers and writers and combine them with their knowledge of geometry to create their own class Book of Creative Geometry. (ASK)

Introduces a project in which students use dynamic geometry software with a TI-92 graphing calculator to study geometric constructions. Concludes that interactive technology can enhance the geometry curriculum and better meet the needs of visual and tactile learners than the traditional approach. (ASK)

Provides some examples of mathematics problems that have solutions involving triangular numbers. Illustrates the observation of number patterns from which conjectures and generalizations can be made. Suggests other extensions for further investigation. (ASK)

Describes a teaching approach that can make the deriving of the volume of a right circular cone a valuable problem-solving activity for upper secondary students. (ASK)

Presents a mathematical analysis of the game "twenty-four points" that aims to apply arithmetic operations on the four numbers to reach a specific number. This game can improve children's ability to do mental arithmetic. (ASK)

Presents a way to examine in depth the polynomial approximation of a transcendental function by using graphing calculators. (ASK)

Discusses the need for three-dimensional ideas in geometry. Describes a three-year sequence of projects that help develop students' spatial skills. (ASK)

Shares students' experiences with working geometrical proofs in cooperative groups. Presents an example of week-long group take-home test. (ASK)

Describes one teacher's effort to change the classroom environment in order to create student-directed exploratory learning. Presents a lesson in which students use the computer program Lesson Graph to study the effects of coefficients on linear equations. (ASK)

Presents a method for introducing students to broken-line functions with unbroken domains. Concludes that a unit on broken-line functions should enhance students' understanding of the function concept. (ASK)