Provides two examples of the "regular falsi" method using geometry and a computer program. (YP)

Focuses on the place of discrete mathematics in the grades 9-12 mathematics curriculum and discusses how the topic of recursion should be taught. Presents several examples of recursion involving LOGO, spreadsheets, sequences, Pascal's triangle, and the Tower of Hanoi to illustrate its teaching. (MDH)

Presented is a concrete, realistic way of representing concepts of coordinate geometry. Students represent the coordinates in a living version of a five-by-five square geoboard. Procedures and examples for using this activity are included. (KR)

Entering a value into a calculator and repeatedly performing a function f(x) on the calculator can lead to the solution of the equation f(x)=x. Explores the outcomes of performing this iterative process on the calculator. Discusses how patterns of the resulting sequences converge, diverge, become cyclic, or display chaotic behavior. (MDH)

Ways in which the standards of problem solving, communication, reasoning, and connections can be incorporated into the elementary geometry curriculum are identified. Visualization of figures, conservation of area, shape and space, and multicultural study are discussed. (KR)

Described is research which sought to prove the hypothesis that mental models tend to preserve their autonomy with regard to the originals they are meant to represent. The results of this investigation involving 200 Israeli students are presented. (CW)

Presents an activity suitable for rainy days in which students solve a story problem to determine how fast a person should run in the rain to get the least wet. (MDH)

Discusses geometry and Dynamical Geometry Software (DGS). Analyses the way DGS-use influences traditional geometry. Highlights changes in the interactions between geometry, computers, and DGS and human users, focusing on changes in the teaching and learning of geometry. Concludes that DGS deeply changes geometry if it is taken as a human activity…

This article describes geometry-oriented problem-solving tasks that can encourage students to develop a positive attitude toward mathematics. The tasks concern working with polyominoes, two-dimensional shapes that consist of squares joined fully at the edges. (Contains 7 figures.)

"Lettuce Learn Math" is an interdisciplinary program that has effectively linked a small-scale agricultural production system to a sixth-grade mathematics and science curriculum. The mathematical concepts and skills, including measurement and geometry, taught in this project met and often exceeded the standards set by New York state for…

The Invisible Wall Project analyzes problem-solving processes of children in Grades 3 and 4 and Grades 8 and 9. The central idea of the research is to use sets of tasks that are all unsolvable, which means they have a goal that cannot be reached. The unsolvability, however, is of a kind that can be understood even by younger children. In our case,…

Quilts are an integral part of the North American culture. Most households in North America have quilts with intricate geometric patterns. These patterns symbolize different things to different groups of people in this part of the world. It is important for students to see how mathematics comes from what is done in day-to-day life, not from the…

Related to the earlier ACT production system theory, this book's basic goal is to present evidence for the psychological reality of a production system model of mind. Distinguished from the original theory in three ways, this volume uses previous rational analyses to improve upon that theory and extend its scope. It also relates the theory to new…

This guide is organized around a list of skills that all students should know and be able to do at each grade level from kindergarten through sixth grade. It provides parents, teachers, and students with knowledge of what is being taught in a logical scope and sequence by grade level. The purpose of this guide is to help build a basis for…

A study was conducted in Israel to determine effects of external similarity in problem structure on students' responses. Fifty students from each of the 7th, 8th, 10th, and 12th grade levels were presented with three problems involving successive divisions that were similar in structure. The problems asked separately whether the processes of…