This paper will provide an informative backdrop for some professional discussion for teachers of mathematics who teach middle years students in their classrooms. It will also attempt to draw out some likely implications of the generic discussion presented for mathematics teaching in the middle years. It also provides some much needed information…

Discusses the geometric features of a building called the Alhambra in a city in the southernmost region of Australia called Granada. Describes plane patterns and analyzes those patterns while focusing on the plane symmetry. (ASK)

Presents graphing calculator activities that rely on resolving the magnitude and direction form of vectors into their Cartesian components so that they are suitable as applications for vector or trigonometric relationships for years 10-12. (ASK)

Presents an activity using the familiar fairy tale "Cinderella" to provide the context for stimulating mathematical thinking about a real life problem. Makes use of graphing calculator technology to investigate the relationship between shoe sizes and shoe lengths. (ASK)

Presents a probability activity addressing students' misconceptions regarding the Law of Large Numbers. Provides students with better conceptual understanding of the Law of Large Numbers. (ASK)

Provides classroom examples of the pervasive influence of the history of mathematics in the school curriculum at all levels. (Contains 25 references.) (ASK)

Discusses the mathematical features of the Royal Greenwich Observatory. Describes measuring latitude and longitude, pendulum clocks, telling time, and chronometers. (ASK)

Discusses the advantages of teaching with open-ended tasks and compares students' responses to open-ended, closed-area, and perimeter tasks. (ASK)

Identifies and describes some of the mathematics curriculum issues associated with graphing calculators such as equity, role of calculators, content and sequencing, textbook design, learning to use a calculator, worksheets, student decision-making, calculator dependence, assessment, electronic algorithms, multiplying choices, calculator…

Discusses some surprising properties of the natural numbers set such as axioms for natural numbers and mathematical induction. (ASK)

Discusses an algorithm that converts a fraction in simplest form into a terminating decimal and allows students to explore the efficacy and conceptual bases of a mathematical algorithm. (ASK)

Provides a conceptual framework that can be used by teachers to analyze student responses that incorporates learning technologies. Introduces an assessment task on exponential functions that illustrates how the rubric can be used to identify an individual's level of performance. (ASK)

Numeracy may become a focus on the teaching and assessment of basic number skills. Such a focus on numeracy may de-emphasize the aim for numeracy, which is using mathematics in real contexts where the purpose of the activity is something other than just learning school mathematics. (Contains 11 references.) (ASK)

Presents an example of an introductory lesson on spreadsheets which provides a quick overview/revision of the essential elements of spreadsheeting before progressing to programmed exercises. (ASK)

Outlines a few classroom applications of mathematics using commercial internet sites such as internet banking, house plans, garden watering systems, and industrial awards. (ASK)