A general historical background for the development of some common formulas concerning length, area, and volume is given through a discussion of various written records. (MN)

The author argues for a clarification of standard notation rather than the use of flow diagrams to make the meaning of algebraic formulas more obvious to the beginning algebra student. (MN)

Presents an example of a mathematical question to illustrate an approach to simultaneous equations. Provides an example with diagrammatic and numerical representations. Suggests some possible developments. (YP)

Presents examples of line and curve graphs. Suggests some ways of using graphs to increase student learning. (YP)

Suggests activities involving the use of indices. Provides five activities with examples for routine practice, pattern recognition, prediction, conjecture, generalization, factorization, and limit concept. (YP)

Describes a variety of activities to develop ideas of pattern, mapping, and graphing for high-level high school mathematics classes. Provides problems and their answers with screen displays for the Casio graphic calculators. (YP)

Considers definitions of quantiles. Describes median and quartiles. Compares the usefulness of 3 different definitions of quartile using a computer program to simulate 500 quantiles on a sample of a fixed size. Five references are listed. (YP)

Presents examples of 3-by-3 and 4-by-4 magic squares. Proves that the numbers 1 to 10 can not be fitted to the intersections of a pentagram and that the sum of the 4 numbers on each line is always 22. (YP)

Describes the use of step-functions in modelling instruction. Classifies modelling into three categories: direct, analogical, and creative application. Provides and discusses modelling postal rates and other problems as examples. (YP)

Presented are mathematical games in six categories of mathematical objectives: learn the language of mathematics; use mathematical notation; know facts; develop skills; understand concepts; and devise strategies. Numbers of players, rules, and diagrams are provided for each problem. (YP)

Flow diagrams developing cube roots and formulas for the square, sphere, cube, circle and sector, oblong, and cylinder are presented. Some comments on their use, along with calculators, are included. (MNS)

Uses LOGO to enhance the applicability of curve stitching in the mathematics curriculum. Presents the formulas and computer programs for the construction of parabolas, concentric circles, and epicycloids. Diagrams of constructed figures are provided. (MDH)

Argues that exploring a familiar topic or examination question in a novel manner is a useful way to find topics for mathematical investigation in the classroom. The example used to illustrate the premise is a quadratic equation. (PK)

Discusses the calculation of pi by means of experimental methods. Polygon circle ratios, Archimedes' method, Buffon's needles, a Monte Carlo method, and prime number approaches are used. Presents three BASIC programs for the calculations. (YP)