Explains mathematics appreciation and how to teach a basic course in it. Shares experiences teaching mathematics appreciation. (Contains 43 resource materials.) (ASK)

This article describes the process of design and implementation of a hands-on unit on fractions in the sixth grade. The fraction unit, taught by a classroom teacher with the aid of a university professor, uses pattern blocks to help students develop conceptual understanding of fractions. Student misunderstandings and outcomes are presented, as…

Consists of a collection of observations about the teaching of the first course in elementary probability and statistics offered by many colleges and universities. Highlights the Goldberg Method for solving problems in probability and statistics. (Author/ASK)

Discusses the importance of providing concrete examples of successful activities and assignments in designing a mathematics course for a general audience. Presents a course entitled The Language of Mathematics. (ASK)

Describes activities that have been successfully implemented by an expert during a mathematical problem-solving course. Focuses on the identification of the qualities of these problems used to promote the development of student strategies and values that reflect mathematical practice in the classroom. Contains 17 references. (ASK)

Describes the senior seminar in mathematics at Hood College which is a course in the history of mathematics. It is a student-led seminar with students gaining practice in oral presentation, preparing visual aids, and planning a class. (Author/MM)

A course labeled Liberal Arts Mathematics is described. It includes: historical perspective, logic and proof, the structure of number systems, mathematics in art and nature, data analysis with probability and statistics, and computing. A list of references for each topic is included. (MNS)

This textbook provides the foundation for a second-year high school mathematics course. It aims to teach "how to study" as well as the "content" of a second unit of secondary mathematics through the nature and form of the material, explicit exhibits, formulated tests of both sound and unsound reasoning, through study-helps,…

Discusses the need for a college course on multicultural mathematics. Provides information about the course, examining mathematics within various cultural settings both past and present. (ASK)

Offers some idea of what it is like for an outsider to the humanities disciplines to teach such a course. Discusses what made the experience worthwhile and the difficulties and issues of teaching mathematics humanistically. (ASK)

Describes a game in which students are rewarded for catching a certain number of mistakes made by their teacher in a semester. Discusses the larger underlying principles that are worth independent consideration. (Author/MM)

A noncredit course in a workshop format is described, with sessions focusing on recognizing and defining problems; organizing information and using modeling techniques; analyzing data, recognizing trends, and making decisions; being flexible and thinking creatively; and generalizing and consolidating. (MNS)

How the notion of limit can be developed through a meaningful approach is discussed. Selected portions of the high school calculus course are described, and errors on a test are analyzed. (MNS)

The author's adaptation of a mastery learning program to a Beginning Algebra course is described. Test score averages clearly increased. (MNS)

Outlines a course on fractal geometry and chaos theory. Discusses how chaos theory and fractal geometry have begun to appear as separate units in the mathematics curriculum and offers an eight unit course by pulling together units related to chaos theory and fractal geometry. Contains 25 references. (ASK)