Takes the concept of using a geometrical or visual approach to teach algebraic concepts and extends it to connect with the section on binomial expansion by using three dimensional objects. (ASK)

Describes how elementary school teachers demonstrated for themselves and their students how using simple drawings and visualization can improve problem-solving ability. (ASK)

Presents and discusses examples that can be used to develop the concept of slope as a rate of change through three modes of learning: (1) visualization, (2) verbalization, and (3) symbolization. (ASK)

Provides opportunities for children to develop visual images of the number situations they are exploring in order to develop powerful number sense. Illustrates two visual teaching aids to help young children develop number images. (ASK)

Calculus students have great trouble visualizing solids of revolution and their cross sections. Illustrates the use of props in order to help students understand the solid revolution. (ASK)

Discusses the need for three-dimensional ideas in geometry. Describes a three-year sequence of projects that help develop students' spatial skills. (ASK)

Describes how to deal with students' structuring of rectangular arrays of squares and other two-dimensional regions. Presents activities that connect spatial structuring to the development of multiplicative thinking. (ASK)

Presents interesting activities to develop mental imagery and the ability to transform these images. Concludes that using images facilitates mathematical thought in numerical and geometric settings. (ASK)

Discusses important lessons on the mathematics of manufacturing and how curriculum content and teaching can prepare students for working. Features concepts such as the importance of spatial and geometric reasoning, problem solving, numbers and computation, and measurement. (ASK)