Procedures to help algebra students solve problems more efficiently are discussed, using linear programing graphs. (MNS)

Suggests that before secondary principals can deal effectively with discipline problems, they should graph disciplinary incidents according to the school calendar in order to identify peak behavioral problem periods. (JG)

Presents an activity, "Lisa's Lemonade Stand," that actively engages students in algebraic thinking as they analyze change by investigating relationships between variables and gain experience describing and representing these relationships graphically. (YDS)

Describes a series of lessons in which 6th grade students explore notions of rates of change and their effect on the shapes of graphs. Addresses aspects of the algebra content standard for the middle grades. (YDS)

A diagrammatic approach to invariants of knots is the focus. Connections with graph theory, physics, and other topics are included, along with an explanation of how proofs of some old conjectures about alternating knots emerge from this work. (MNS)

Explores strategies in the situation of a runner trying to evade a tackler on a football field. Enables the student to test intuitive strategies in a familiar situation using simple graphical and numerical methods or direct experimentation. (JRH)

Described is how the crumpling of paper balls exhibits the concept of a topological dimension similar to fractals. The mass of the crumpled paper ball is found to be proportional to its diameter raised to a nonintegral power. (KR)

An exercise which relates particle scattering and the calculation of cross-sections to answer the following question--"Do you get wetter by walking or running through the rain?"--is described. The calculations used to answer the question are provided. (KR)

The students need not compute dependent values required in making line graphs but to teach the students the usage of graphing calculator to plot, calculating and graph linear equations, which are best suited to real world data. In this initial learning process, the teacher should give minimum support to the students in arriving at a solution as…

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)

Given is an example of the solution of maximum-minimum problems by replacing differentiation techniques with microcomputers and simple BASIC programs. (MNS)

The focus is on how line graphs can be used to approximate solutions to rate problems and to suggest equations that offer exact algebraic solutions to the problem. Four problems requiring progressively greater graphing sophistication are presented plus four exercises. (MNS)

This article presents problems to challenge students over and above the standard curriculum problems assigned at a Course I level. Every additional problem in the article can be solved using only the tools provided by Course I. (AIM)