Presents an activity using quilts for many mathematical investigations. Benefits arising from the use of quilts include being useful, visually appealing, steeped in history, and an integral part of many cultures. (ASK)

A mathematical derivation is given, developing the cardioid as an epicycloid locus. Curve-stitched designs are given for a family of epicycloids. (MP)

By translating inequalities into equations (e.g., x greater than 0 can be written x- absolute value of x = 0) and forming equations for unions and intersections of solution sets, students can develop equations for polygons. The method can be generalized to yield equations in three dimensions. (SD)

Examples are given of computer activities in analytic geometry. (MK)

Presents a qualitative and global method of graphing functions that involves transformations of the graph of a known function in the cartesian coordinate system referred to as graphic operators. Explains how the method has been taught to students and some comments about the results obtained. (MDH)

The use of basis matrix methods to rotate axes is detailed. It is felt that persons who have need to rotate axes often will find that the matrix method saves considerable work. One drawback is that most students first learning to rotate axes will not yet have studied linear algebra. (MP)

People are noted as intrigued for centuries by interplay between algebra and geometry with many important advances viewed to have come down through some sort of linking of the two. Examples are given of advantages to learning and discovery that can be found in an investigative approach combining them. (Author/MP)

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)

Includes materials in reproducible format designed to help students read and draw distance-time graphs and use the slopes of these graphs to draw conclusions about car speed. (PK)

The geometry problems of finding rectangles that have numerically equal areas and perimeters knowing when the plane can be tessellated by congruent regular polygons are connected by the equation: m = 2n/(n-2). Three graphic approaches to the solution of the problem when m and n are integers are discussed. (MDH)

Develops the Pythagorean Theorem in the context of the Van Hiele levels by presenting activities appropriate for each level. Activities point to preparatory development (level 0), give 3 different versions of Euclid's proof (levels 1, 2, and 3), give some generalizations of the theorem (level 3), and explore the Pythagorean relationship in other…

These materials are intended to provide meaningful mathematical experiences for pre-algebra students. These experiences emphasize the development of computational skills, mathematical concepts, and problem-solving techniques. This bulletin may be used as the basis for the second term of a one-year course, or for the second year of a two-year…

Discusses the problem of finding the amount of fence it would require for the outfield fence of a baseball field of given dimensions. Presents different solution methods for each of the levels from grades 9-12. The different methods incorporate geometry, trigonometry, analytic geometry, and calculus. (MDH)

Presents a cooperative-learning lesson in which high school students visit stations equipped with different tools to establish the midpoint of a Pixy Stix, a brand of candy-filled straw. Provides solutions for two potential stations, suggestions to extend the activity, and two activity worksheets. (MDH)

Presents activities which use graphing calculators to explore parametric equations of spirals, circles, and polygons. (MKR)