Presents the problem of finding the maximum area of a quadrilateral when three of the four sides are given. Incorporates several parts of the secondary school precalculus curriculum into the solution. Develops the formula to solve the problem. (MDH)

Presented is the idea that art can be used to present early concepts of geometry, including the notion of the infinite. Discussed is the symbiosis that exists between the artistic and mathematical views of points, lines, and planes. Geometric models in art and using art in the classroom are discussed. (KR)

Presented is a way to provide students with a review and an appreciation of the versatility of pointers in data structures by improvising with binary trees. Examples are described using the Pascal programing language. (KR)

Investigates the question concerning the maximum number of lines of symmetry possessed by irregular polygons. Gives examples to illustrate and justify the generalization that the number of lines of symmetry equals the largest proper divisor of the number of sides. Suggests related classroom activities. (MDH)

Proposes lessons for algebra students using the context of tax calculations to learn about the concepts of slope, split functions, averages, rates, marginal rates, and percents. Students explore ramifications of possible tax revisions. (MDH)

Presents activities in problem solving for levels K-2, 3-5, and 6-8 for each week of the month of March. Activities include open-ended problems and games that engage students' intellect and interest while working individually and cooperatively. (MDH)

Presents an activity for representing a given number in as many ways as possible using short periods of time to develop students' number sense and provide the teacher the opportunity to make informal student assessment and diagnosis. Provides specific dialogue of the activity being used in a third grade class. (MDH)

Described is a solution to the problem and a discussion of a computer estimation of the probability. A computer program written in Turbo Pascal and two sample runs are provided. Computations for a more general problem of this nature and changes in the program necessary for use with Apple Pascal are appended. (CW)

Described is a way that elemental mathematics can be applied to explain an astronomical phenomenon. The fact that the extreme of sunrise and sunset do not occur on the shortest or longest days of the year is analyzed using graphs and elementary calculus. (KR)

Described is a research-based instructional technique for teaching analogical reasoning by the use of guided LOGO programing activities. An example worksheet is provided illustrating the use of the Sternberg's four-step analogical reasoning technique (encode, infer, map, and apply) with LOGO programs. (Author/MDH)

Presents three teaching strategies requiring active student participation in which students (1) create and solve their own word problems; (2) generate trigonometric expressions to be solved by their classmates; and (3) act as points to model a basic locus of points. (MDH)

Reports research findings regarding the learning and teaching of proportional reasoning. Presents four tasks devised to assess students' proportional reasoning and describes four solution strategies for solving these tasks based on the analysis of seventh and eighth graders' correct responses. (MDH)

Examines aspects of language connections in the learning of mathematics in three sections that discuss the interaction between language, symbolism, and manipulatives; emphasis on context in language development; and language connections in problem solving. Presents implications for nonnative English speakers. (MDH)

The paper describes the details and use with primary school teachers of a problem-solving activity known as the King Alfred's College Maths Game. The game demonstrates to teachers that problem solving needs to be approached through structured learning experiences that provide material for reflection and questioning. (Author/MDH)

Describes a class activity where individual students ask the teacher "yes and no" questions to find the amount of force the bicep uses to lift a 1 kilogram mass. (PR)