Takes the concept of using a geometrical or visual approach to teach algebraic concepts and extends it to connect with the section on binomial expansion by using three dimensional objects. (ASK)

Provides a cooperative-learning activity in which students calculate the horsepower of an individual by collecting and analyzing data. (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)

Presents and discusses examples that can be used to develop the concept of slope as a rate of change through three modes of learning: (1) visualization, (2) verbalization, and (3) symbolization. (ASK)

Active involvement and infusion of mathematics into familiar, everyday experiences are essential elements in challenging students to engage in true thinking. Presents an investigation on graphing that touches on all representations including tables of values, graphs, and verbal descriptions. (ASK)

Data from students in grades 8-10 in suburban schools were presented to show that errors in formulating algebraic equations are not primarily the result of syntactic translation, as has been assumed in the literature. A theory of cognitive models is offered as an explanation for the errors. (Contains 37 references.) (MLN)

Describes the effect, method, and mathematics of the following magic tricks which can be used in introducing mathematics lessons: the Ninth Card, Fibonacci Revealed, the Case of the Missing Area, I've Got Your Numbers, and the Card That Turns Inside Out. (MKR)

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)

Demonstrates that the equation of a circle (x-h)2 + (y-k)2 = r2 with center (h; k) and radius r reduces to a quadratic equation x2-2xh + (h2 + k2 -r2) = O at the intersection with the x-axis. Illustrates how to determine the center of a circle as well as a point on a circle. (Author/ASK)

Discusses the geometric interpretation of the roots of a quadratic equation. (MKR)

Presents a technique for teaching logarithms using function notation. (MKR)

Presents an investigation of a third-degree polynomial using a TI-82 graphing calculator. Also includes an algebraic solution. (MKR)

Presented are several geometrical and graphical methods of solving quadratic equations. Discussed are Greek origins, Carlyle's method, von Staudt's method, fixed graph methods and imaginary solutions. (CW)

Explores many forms of a circle using variations of the distance formula. Metric space is defined and examples of metrics are given, including a "circle" that is a square. Also shown are variations which are not metrics. (MKR)

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