A question as to the number of stitches needed for a particular triangular crocheted scarf gives rise to the use of several methods of solution including arithmetic series. (MN)

An approach to teaching sequences is described. The method is based on finding generating functions. (SD)

An examination of a student question concerning a calculus problem leads to a discussion of some of the symmetric properties of a specific set of polynomials. (MP)

A description is given of a calculator-oriented arithmetic course given at a community college. Problem solving was the primary objective of the course. (MK)

The relationship between logic and mathematics is examined. Four basic concepts inherent in symbolic logic that are typically included in ninth- and tenth-grade mathematics programs are reviewed. Symbolic logic is advocated for all students who will study algebra and/or geometry. (MP)

An elementary knowledge of geometry is shown to be helpful in problem solving, especially in that the shortest distance between two points is a straight line. (MN)

This report illustrates how high school statistics students at the junior and senior year level utilize the TRS-80 microcomputer and the Level II BASIC programing language to handle computations of a least squares problem, where an equation is fitted to empirical data. (MP)

The author organizes some of the information known about the problem of dividing space by five planes in general position along with its extensions, and consolidates it to highlight some interesting patterns in both methods of solving analogous problems and their results. (MN)

The role of the computer in coordinating the activities surrounding five modes of mathematics instruction is discussed. The modes are: computer-assisted instruction, computer-managed instruction, computer-based simulations, algorithmic exercise solving, and computer-aided problem solving. (MP)

Analogies between topics in algebra and in arithmetic are noted. It is suggested that algebra teachers should consider how to take advantage of student backgrounds in arithmetic by exploiting these analogies. (MP)

This report explains the mathematical origin of the Annual Percentage Rate (APR) approximation often used in elementary Business Mathematics courses. (MP)

A problem considered an interesting challenge to students with a good command of algebra and trigonometry is presented. (MP)

Three models to predict future world records for footraces are reviewed. The records for the mile run are presented with time and year given in linear, hyperbolic, and experiential relationships. (MP)

An organized series of steps designed to help students solve related rate problems often found in beginning calculus is presented. Two example problems are taken through five steps of solution. (MP)