According to the conceptual framework for K-grade 12 statistics education introduced in the 2007 Guidelines for Assessment and Instruction in Statistics Education (GAISE) report, students can be located at one of three developmental levels of statistical literacy: A, B, or C. These levels are independent of age and grade level, so, in theory,…

For students who have difficulty envisioning how the mathematics that they are learning is used outside the classroom, an adventure as field mathematicians can be enlightening. Measuring stream discharge is a field experience that allows students to engage in a hands-on (and boots-on) real-world, problem-solving activity and that integrates…

Recommendations for reforming high school mathematics curricula emphasize the importance of engaging students in mathematical investigations of societal issues (CCSSI [Common Core State Standards Initiative] 2010; NCTM [National Council of Teachers of Mathematics] 2000). Proponents argue that these investigations can positively influence students'…

About seven years ago, the mathematics teachers at the author's secondary school came to the conclusion that they were not satisfied with their rather traditional geometry textbook. The author had already begun using a problem-based approach to teaching geometry in her classes, a transition for her and her students that inspired her to write about…

This article describes a problem-centered curriculum for grades 9-12, using problem sets developed by a mathematics department and designed to take the place of textbooks. The students discover mathematical concepts in the context of the problems and activities in the materials.

Methods of instructing students in problem solving are suggested that get pupils to view mathematics as a tool. The author states students should look beyond the numerical answer to the other components and highlights areas of the mathematics curriculum that afford an opportunity to explore these many facets. (MP)

Argues that there is a sense of surprise and wonder that can result from looking back at problem solutions and there is a potential for then creating unexpected, even memorable, alternative solutions. Example problems with routine solutions and alternative approaches uncovered while "looking back" at the solution are given. (PK)

Presents three reproducible worksheets which contain verbal problem situations in which numerical quantities have been omitted and represented by geometric shapes. The objective of the material is to develop the students' ability to analyze the mathematical structure in verbal problem-solving situations. (PK)

The needs of above-average junior high school students are discussed. A set of 'daily twisters,' or problems of various types, were collected, and examples are noted. Recommendations on content and pedagogy are described. (MNS)

This article examines the impact of using a problem-based curriculum in a heterogeneous classroom environment. (Contains 1 table.)

Topics which should be emphasized in the secondary school mathematics curriculum are noted. The importance of problem solving is stressed, with some specific illustrations. (MNS)

A project is described where the ultimate goal is to teach students methods of problem solving through an industrial engineering environment. Students practice sharing responsibility, understanding group dynamics, using resources efficiently, meeting deadlines, using mathematics in oral and written form, and applying the appropriate mathematics.…

Including difference equations in the mathematics curriculum is proposed. Some fundamental ideas and examples are presented. (MNS)

A group of unsolved geometry problems is presented. Several problems that were unsolved for a length of time and then solved are also discussed. (MK)

The conditions necessary for a circumscribable quadrilateral also to be inscribable are discussed. Three propositions are presented and proved. (MK)