How to help children develop time telling and other aspects of time sense, such as understanding the language of time, duration and sequence, and the cyclical nature of recurring events, is discussed. Activities are included. (MNS)

A model, easily constructed by students, is used to assist in seeking basic Pythagorean identities used to prove more complex ones. (MNS)

A handbook for teachers of calculus and analytic geometry is described. Five categories of materials are included, with illustrative examples and a lesson plan. (MNS)

Promotes the use of computers in teaching not only to solve problems but also to help students be better at analyzing problems and developing procedures for their solution. Outlines several problems where a computer-assisted analysis can help give students a thorough understanding of the topic. (TW)

The importance of using concrete materials to teach fractions is emphasized. Suggestions for preparing inexpensive sets of such materials are given, with nine activities for their use. (MNS)

The need for developing a geometry curriculum sequence is discussed. Work by a group of about 50 mathematics educators on intuitive aspects of Euclidean classifications and relations is presented. Textbooks were analyzed, a sequence of concept clusters developed, and a scope-and-sequence chart included. (MNS)

Provides examples of if-then and combinatorial reasoning situations that have proved successful with college students and can be used with secondary school students. Proposes that practice with these problem solving processes can eliminate the need to memorize formulas that students may not understand. (ML)

Algebraic and transcendental curves are discussed, with attention focused on computing the area of some special regions bounded by the curves. (MNS)

The use of a variety of models to develop number concepts is advocated. Four models are discussed, with illustrations: the cardinal number of a set, Cuisenaire rods, the number line, and the Papy Minicomputer. (MNS)

Formulas for use in computer programs are presented. Two programming applications are discussed: one to ballistics using inverse sine and one to hours of daylight using inverse cosine. (MNS)

Activities with balance beams were used to motivate students and help them to learn basic mathematical principles. Illustrations are included. (MNS)

Simple patterns both in mathematics and music are discussed. Several activities using standard instruments and handmade devices are described. (MNS)

The relationship between eight skills and one concept used on maps and their companion spatial abilities in mathematics are presented and discussed: symbols, perspective, location, direction, distance, relief, elevation, scale, and territoriality. (MNS)

Stamps were used in a study which assumed that the frequency with which topics (in this case the water environment and its characteristics) were depicted on stamps would be a reflection of the interest that society as a whole held for that topic. Implications for science teaching are addressed. (JN)

Suggested is the presentation of problems for which student teams are to write computer programs which will reveal the results of guesses at the answer by users of the program. Illustrative problems and programs are included. (MNS)