Presented is an example meant to enable students with a scant mathematical education to grasp the meaning of the limit of the binomial distribution. (Author/TG)

A game based on the group of permutations on four symbols is described. The game can be used in the study of many algebraic concepts. (SD)

The "word problem" is stated for a given collection. Facts regarding Dehn's Algorithm, definition of Thue systems, a rewriting system, lemmas and corollaries are provided. The situation is examined where the monoid presented by a finite Thue system is a group. (DC)

Geometric interpretations and derivations of the six trigonometric relationships are demonstrated. Selected for discussion are limiting values, geometric verification of trigonometric identities, a one-dimensional illustration of the Pythagorean relationships, and the geometric derivation of infinite-series relationships. (DE)

Three different models with continuous materials, discontinuous materials, and number lines were used to study the operation concept in six investigations on multiplication with fractions with pupils aged 11-12 in a Penang International School. All approaches could be understood by pupils, but they preferred the area and fractional models. (MNS)

A model that can be effectively used to develop the notion of function and provide varied practice by using "real world" examples and concrete objects is covered. The use of Popsicle-sticks is featured, with some suggestions for tasks involving functions with one operation, two operations, and inverse operations covered. (MP)

Discusses the use of scaling test scores for an algebra class. Provides example data, several equations used in scaling, and graphs. (YP)

The problem of finding all topological spaces is considered. Two characterizations are presented whose proofs involve only elementary notions and techniques. The problem is appropriate for students in a beginning topology course after they have been presented with the Embedding Lemma. (DC)

Shows how to model Newton's method for approximating roots on a spreadsheet. (MKR)

Illustrates the addition, subtraction, and representation of fractions using an area model and a measurement model. Also demonstrates multiplication and division of fractions by employing the area model. (ASK)

Mathematical modelling activities related to everyday situations (e.g., traffic lights) can be used to develop probability concepts. (SD)

Ways are presented to help students develop precomputational fraction concepts and skills using a circular-region or "pie" model. (MK)

Discusses the use of mathematical modeling. Describes types, examples, and importance of mathematical models. (YP)

Described are various common misconceptions about the nature of mathematics and suggests that courses or activities based on model building might help change these. Two examples are offered. (SD)

The mathematics of an educational game commonly known as "Frogs" is analyzed to see different mathematical concepts imbedded in it. (MP)