In the activity described here students build mazes, then time fellow students as they "run" the mazes. They then graph the results to determine a learning curve. (SD)

Describes various elementary school activities using a loaf of raisin bread to promote inquiry skills. Activities include estimating the number of raisins in the loaf by constructing histograms of the number of raisins in a slice. (MLH)

This activity exposes beginning algebra students to the concepts of slope and intercept. Four worksheets pertain to the "electrician problem." (MNS)

Stressed is a conceptual approach to absolute value, based on the visualization of the graphs of absolute-value equations. An important by-product is predicting a graph on the basis of certain constraints. Four worksheets plus teacher comments are included. (MNS)

Two teachers describe ideas they have used in teaching the concept of area. The use of physical materials is emphasized. (MM)

On these worksheets, students are to graph pairs of linear equations and linear combinations of these pairs, using the results to discover an algebraic technique for solving a system of epuations. They then complete, run, and modify a computer program for solving a system of linear equations. (MNS)

The use of graphing skills in the science classroom is described, including prerequisite knowledge, bar graphs and histograms, line graphs, and interpreting line graphs. Graphing skills are utilized as a reinforcement for process skills activities such as data collection and data interpretation. (DS)

Bar graph activities appropriate for four stages of development are given. (MK)

The ability to listen attentively and critically is crucial. Describes two techniques for improving listening skills. (Editor/RK)

Concrete materials lead young students to abstract conclusions. (Editor)

Introduces students to the study of dynamical systems through a number of learning activities that explore functions in general and linear and exponential functions in particular. Students use calculators to interpret graphs, find patterns in tables of data, and also use algebra. (DDR)

Discussed is the tendency of students to equate the concepts of continuity and connected graphs based on their lack of an understanding of such concepts as limit points, closed sets, and connected sets. Included is a theorem with three lemmas with their proofs. (KR)

Described are activities using jar lids for sorting, classifying, and graphing; ordering; and measuring circumference and diameter. (MNS)

Topics from graph theory are introduced at an informal level and thereby made accessible to the majority of secondary school students. Three worksheets are included. (MNS)

Discusses reorganizing classrooms for more active participation of students, to give children the freedom to work with mathematical materials in new ways and to allow teachers to monitor children's learning in new ways. Discusses the use of graphing activities to assess children's knowledge. (MKR)