An examination of a student question concerning a calculus problem leads to a discussion of some of the symmetric properties of a specific set of polynomials. (MP)

It has been found that students gain much greater insight into routine calculations with business formulas when such work is viewed in the light of graphing concepts. Ten problems are presented that illustrate how three specific objectives in a unit on graphing in a business mathematics course have been met. (MP)

Provides examples of ways science teachers can use various forms of graphs to teach reading skills. (FL)

The two-hour learning activity described here is designed to interest students in graphing by having them use data about themselves. Students compete in physical and mental activities, then record and graph their scores. (SJL)

Presents a taxonomy of graphs, including lineal, quantitative, spatial, pictorial, hypothetical, and omitted graphs. Provides illustrations of each kind of graph and suggests that reading teachers take the responsibility for teaching graph reading and drawing skills. (MKM)

An alternative application of logarithms in the high school algebra curriculum that is not undermined by the existence and widespread availability of calculators is presented. The importance and use of linear relationships are underscored in the proposed lessons. (MP)

Four problems are presented and solutions using a calculator are illustrated. (MK)

Graphing activities appropriate for grade levels K-8 are outlined and worksheets given. Topics involved include classifying, bar graphs, remainders from a series of divisions, and the greatest common factor of two numbers. (MP)

Discusses a method of cubic splines to determine a curve through a series of points and a second method for obtaining parametric equations for a smooth curve that passes through a sequence of points. Procedures for determining the curves and results of each of the methods are compared. (YP)

Points out reasons for using graphical methods to teach simple and multiple regression analysis. Argues that a graphically oriented approach has considerable pedagogic advantages in the exposition of simple and multiple regression. Shows that graphical methods may play a central role in the process of building regression models. (Author/LS)

Describes a five-number summary which is a display of the minimum value, lower quartile, median, upper quartile, and maximum value. Indicates how to draw box plots as graphical representations of a five-number summary. (YP)

Presents examples illustrating how to teach statistics in connection with mathematical concepts. Describes using percentage problems and graphing problems in the classroom. (YP)

Provides an activity as an example of how matrices can be introduced from finite graphs and how finite graphs can be analyzed by examining their matrix representations. Presents the materials, objectives, prerequisites, directions, extension activities, answers, and worksheets. (YP)

Considers the reflections of the graphs of a function through an arbitrary line. Determines whether the result is a function and which functions are reflected on to themselves through a given line. (YP)

Suggests ways to translate ideas in the book, "The Story of Z," into data analysis activities in kindergarten and second-grade classrooms. (MKR)