Presents data from a study to show that a mystique effect can occur for classroom students. Recommends that teachers provide orientation session before content objectives are taught. (CP)

Activities involving set union and intersection, graphing solutions of open sentences, and negation are described. These activities afford students with opportunities for computational practice as well as instruction on equations and inequalities. (SD)

Details early work on laws of motion, particularly inertia, through the use of Galileo's writings. (CP)

Procedures for using a calculator to check addition and subtraction problems in bases less than 10 are described. (SD)

A game modelled on football can be used to provide students with practice in solving algebraic equations. (SD)

When primary children were interviewed to determine their perceptions of embedded triangles, they failed to observe overlapping triangles. Possible explanations for this and other response patterns are discussed, and implications for schooling are explored. (SD)

Preservice secondary mathematics teachers taught short courses to prospective secondary teachers in other fields who needed to pass a mathematics test. (SD)

New York State teachers who had taught a computer-based mathematics course were surveyed regarding their conceptions of what topics such a course should cover. A common core of content was determined. (SD)

The history of alligation problems as a part of the mathematics curriculum is briefly reviewed, and the non-unique nature of the solutions to many problems is discussed. (SD)

A method of summing finite sequences by use of formal power series techniques is described. (SD)

Argues to revise the method in which science history is presented in science curriculum materials, particularly the view of women scientists. (CP)

The development, goals, and procedures of the Oregon Mathematics Education Council are described. With the support of the National Science Foundation, this consortium of school and college educational associations, state representatives, and business leaders developed a system to deal with the mathematical needs of the state. (SD)

Students in grades 4, 6, and 8 were interviewed using whole-number division problems, some involving division of zero by a positive whole number and some involving division by zero. Results and classroom implications are discussed. (SD)

Describes a detailed study used in schools with the highest and lowest percentages of students enrolled in physics in order to determine factors related to enrollment. Twenty-eight indexes were used. Reports percent of variance accounted for and significance level for each variable and offers conclusions. (CP)