An example is given of a problem-solving approach by outlining the development of a generalization of the Pythagorean Theorem as applied to points on a unit circle. (MP)

Functions with a variety of properties (sets of discontinuities, unbounded derivations, etc.) are discussed. (SD)

Intuition in mathematics is essential but it must be based on good knowledge of mathematics. An example related to velocity, time, and area is presented and discussed, with models, visual approaches, and geometric arguments noted. (Author/KM)

The iconographic means of illustrating mathematical facts is discussed along with several examples of graphical solutions to descriptive mathematics problems proposed by pupils. (MN)

A method of approximating areas under curves in precalculus courses is described. (SD)

It has been found that students gain much greater insight into routine calculations with business formulas when such work is viewed in the light of graphing concepts. Ten problems are presented that illustrate how three specific objectives in a unit on graphing in a business mathematics course have been met. (MP)

Graphical solutions are illustrated for several algebra problems including finding roots of a quadratic equation, solving mixture and motion word problems, factoring the difference of two squares, and constructing the square root of a positive number. (MN)

A restaurant menu is used to apply mathematics to real situations. A variety of mathematical problems, as well as applications to other content areas, is suggested. (JT)

Rational points in the plane were defined as points having both coordinated rational. Students solved several problems linking rational points with lines, circles, and other geometric figures. (SD)

An approach to solving many linear programming problems, using only arithmetical thinking in conjunction with the usual diagram, is given. (MN)