A method of summing finite sequences by use of formal power series techniques is described. (SD)

A coordinate system is imposed on a geoboard to form a table that leads to the discovery of the formula n[(n+1)(n+1)] (n+2)/12. Proof is by induction. (MP)

Simple patterns both in mathematics and music are discussed. Several activities using standard instruments and handmade devices are described. (MNS)

A method for solving certain types of problems is illustrated by problems related to Fibonacci's triangle. The method involves pattern recognition, generalizing, algebraic manipulation, and mathematical induction. (MP)

Numerous examples of patterning exercises suitable for all levels of elementary school mathematics are provided. (CP)

Several games, which can be useful in the classroom for teaching problem solving strategies, are described. (SD)

Sequences resulting from variations of the conditions of the original Fibonacci problem are investigated. (MN)

When primary children were interviewed to determine their perceptions of embedded triangles, they failed to observe overlapping triangles. Possible explanations for this and other response patterns are discussed, and implications for schooling are explored. (SD)

A model for multiplication is described and used to discuss the properties of division. (SD)

Describes an activity in which students, grades 7-12, explore patterns and properties of repunits, an integer written as a string of ones. Includes extensions for exploring algebraic justifications. (MKR)

Pattern recognition is viewed as a fundamental cognitive skill that lays the groundwork for the ability to form abstractions and generalizations. Incorporating patterning into the curriculum of young children is encouraged. (MP)