Demonstrates how fictitious anecdotes, especially humorous ones, can be used to teach statistical concepts effectively and to dispel some common misconceptions in statistics. (ASK)

Explains that the way in which teachers view algebra has important implications for their instructional goals such as algebra as symbol manipulation versus algebra as a language for generalizing arithmetic. Contains 14 references. (ASK)

Presents a project developed for students in grades 9-12 that uses real-world statistical data presented in the print media. (ASK)

Provides activities that support students as they develop their intuitive notions of graphs. Activities help students describe the relationships expressed in the graphs and make generalizations about inferences on the basis of the visual image. (ASK)

Demonstrates a way to develop the concept of the logarithmic function that builds on students' knowledge of the definition of a function and its inverse. (ASK)

Presents an activity that uses graphing calculators to duplicate the curves generated by a Spirograph, a design-generating drawing toy. (ASK)

Describes an activity involving six investigations. Introduces students to fractals, allows them to study the properties of some famous fractals, and encourages them to create their own fractal artwork. Contains 14 references. (ASK)

Describes an activity on fractal geometry in which students built a 19-foot-tall Sierpinski pyramid in the Minneapolis Convention Center in conjunction with the National Council of Teachers of Mathematics' (NCTM) 75th Annual Meeting in April, 1997. Contains 13 references. (ASK)

Reports the results of a survey of mathematicians about their teaching background, pedagogical philosophy, and degree to which they use discovery methods and expressive writing assignments, including journal writing, creating mathematical word problems, and writing term papers. Concludes that, although the majority favor a combination of discovery…

Presents an activity that can be used as an introduction or a culminating activity for finding the volumes of solids by creating and studying foam models of geometric solids. (ASK)

Discusses students whose mathematics anxiety resulted from past abuse, verbal or physical, by a teacher or parent while doing mathematics. Presents two examples of math abuse, the resulting math anxiety, and how the issues were addressed. Contains 14 references. (ASK)

Explores a birthday-related problem that asks about the probability of having people with the same birthday in a room. Utilizes spreadsheets to work on the problem and discusses related teaching issues. Contains 20 references. (ASK)

To introduce students to the concept of proving a theorem, a simple deductive system is necessary where the rules are few and can be understood quickly. Presents games with this aim in mind. (ASK)

Explores how students interpret algebraic notation and what teachers can do to support appropriate interpretations. Presents two research-based strategies and concludes that in the face of reform and technological advances, finding a definition for symbol sense takes on added significance. Contains 22 references. (ASK)

Presents an activity that focuses on the features of ellipses and the concepts of limit and infinity. (ASK)