Presents activities to demonstrate some of the properties and relationships among the Platonic polyhedra. (ASK)

Presents an investigative process of conjecture followed by proof by induction using a combination of manipulatives and technology, placing special emphasis on the use of different representations. (ASK)

Presents four related problems that provide examples of ways to include justifications of interesting mathematics in courses taught prior to a geometry course. (ASK)

Uses everyday situations that students experience, in order to attract and hold student attention and promote understanding of linear inequalities. (ASK)

Describes an activity in which students present two mathematics-related quotations, one written by a famous mathematician and one original statement that they themselves have written. Encourages students with different strengths and learning styles to participate more fully in the lesson. (ASK)

Presents an activity that focuses on the composition of functions in the context of jawbreakers. (ASK)

Presents an activity that utilizes the mathematical models of forest fires and oil spills that were generated (in the first part of this activity, published in the November 1998 issue) by students using probability and cellular automata. (ASK)

Provides a set of classroom activities or steps that can be used to determine the area of a triangle on a sphere. (ASK)

Presents created letters and responses from a character representing an authority to develop ways of teaching what constructivism is and ways to address the obstacles that teachers might face in adapting a mathematics reform and constructivist approach in the classroom. Contains 16 references. (ASK)

Provides a lesson that focuses on three-dimensional graphing, contours, and topographical maps using computer spreadsheets. (ASK)

Discusses the need for a standard in mathematics concerning art as a way to aid students in experiencing and exploring the beauty of mathematics. (ASK)

Describes vortex tessellation in which an individual tile becomes smaller, and swirls or spirals inward to the center. Provides mathematical uses of this type of tessellation. (ASK)

Presents an activity that utilizes a digital camera to capture a stream of water from a faucet to study quadratic behavior using graphing calculators. (ASK)

Presents an activity that integrates biology and mathematics. Involves students in actual biological research and uses geometry, statistics, and computers to interpret data about the leaves of a tree. (ASK)

Features an investigation in which students study the time of each bounce of a ball and the total time that the ball would bounce. (ASK)