Two activities are presented. The first involves geometric concepts using the alphabet, while the second is a game to provide practice in finding factors of composite numbers. (MNS)

Using data about companies with which children have first-hand experience (such as McDonald's or Mattel Toys) piques interest in graphing activities. How the project is developed, with group and individual activities, is described. (MNS)

Presents a problem-solving activity in which students first guess and then check their answer. Also presents an activity to help students develop skill in understanding the question in a problem and a suggestion to help develop a classroom climate conducive to problem-solving. (JN)

Discusses the nature of and the steps involved in a mathematical investigation, suggesting that a mathematical investigation can be used as a tool for developing mathematical processes in learners. Several examples of investigations suitable for secondary levels are included. (JN)

Fifteen mathematical puzzles and problems are presented. Areas investigated include pentominoes, arithmetic, fractions, and dissections (dissecting) a shape into two pieces that can be fitted together to form a square. Answers for each puzzle and problems are included. (JN)

Two map posters are provided. Younger children can use a neighborhood map to locate information and trace paths, while older children can use a wilderness map to read scales. The emphasis is on problem solving with both maps. (MNS)

Three types of mathematics relevance are discussed: vicarious, artificial and long-term. Using mathematics to make things happen, solving a real problem, and planning an event are then described. (MNS)

A problem-solving approach involving systematic experimentation, one of the most-used problem-solving strategies, is advocated since it is useful beyond mathematics problems. Examples of its use are given, with two problems explored and four others noted. (MNS)

Descriptions are given of how groups aged 7, 10, and 13 tackled the problem of how many squares are on a chessboard. Teachers noted that often the less able children were the ones with ideas, whereas the able ones became impatient and were unwilling to go on trying. (MNS)

Intermediate and junior high school students became very involved with this learning activity which involved detective work. Working in groups, students had to solve a riddle based on a sequence of clues. The answer to each set of clues was either a person, an event, or a place. (RM)

Some activities with geoboards done by pupils aged 10 and 11 are first reported, followed by an analysis and development of extended mathematical ideas. (MNS)

Using a man/habitat model, secondary teachers can help students view relationships between habitat problems and local government agencies whose decisions affect their habitat. The unit also involves students in learning about concepts germane to global education, like interdependence, conflict, and change. (RM)

Problem-solving situations are presented in various settings--a park (levels 1-2), a carnival (levels 2-4), a map (levels 4-6), and a hardware store (levels 7-8). Each page is designed to be reproduced and used for discussion. (MNS)