Activities designed to aid pupils explore the Fibonacci sequence are presented in worksheets. (MP)

Presents a summary of the studies done by the Edinburgh Centre for Mathematical Education (ECME) on the use of practical activities in secondary schools. Argues that teachers may remain doubtful about the benefits of practical activities until they try them for themselves. (ASK)

Presents a solution of the three-sailors-and-the-bananas problem and attempts a generalization. Introduces an interesting way of looking at the mathematics with an idea drawn from discrete dynamical systems. (KHR)

Develops a week-long, problem-based mathematics curriculum focusing on proportions and explains instructional and assessment strategies. (YDS)

The exploration, discovery, and generation of attractive two-dimensional designs as an approach to informal geometry and spatial learning is discussed. Six activities with brief instructions are presented. (CW)

Explores the role of spatial orientation skill in the solution of mathematics problems. Reports the role of estimating the approximate magnitude of a figure; demonstrating the flexibility to change; adding marks to show relationships; moving or assessing the size and shape of figure; and getting the correct answer. (YP)

Discusses the implementation of the National Council of Teachers of Mathematics standards, especially problem solving, into the elementary mathematics curriculum. Presents three examples: measurement and seriation at the primary level; place value for intermediate level; and spatial reasoning and logical thinking at the intermediate level. (YP)

Argues that evaluation of mathematics word-problem-solving instruction is important in basal curriculum programs. Reviews research literature on mathematical problem-solving and presents guidelines for evaluation of word-problem-solving instruction in basal mathematics programs. (PCB)

Provides a discussion and an example of a problem which occurs in mathematical contests or entrance examinations and deals with the question of the magnitude of exponentials. Includes additional illustrative examples. (RT)

Illustrates how heuristics can provide a psychological narrative of Hippocrates' and Archytas' thinking on the duplication of the cube. Four general heuristic techniques were used. (YP)

Four of the author's favorite calculus word problems are presented. These aid students in recognizing and applying concepts in contexts unlike those in typical textbook problems. (MNS)

Presents sample newspaper activities to help students find applications of classroom-taught skills and to give students practice in reading, thinking, discussing, and writing about mathematics. (MKR)

Presented are the basics of this discrete mathematics topic. Several problem-solving techniques are illustrated. Several suggestions for senior projects are provided. (CW)

Offers heuristic arguments showing that a simple closed curve of specified length that encloses a maximum area must be a circle. Develops the problem by demonstrating that such an n-gon must be convex, that such a convex n-gon must be regular, and that such a simple closed curve must be a circle. (MDH)

Discussed is the method of substitution of variables within the framework of precalculus level extremum problems, both maximum and minimum. Many examples with graphical representations are provided. (JJK)