A 2 m long wooden beam provides an ideal demonstration tool for exploring moments. A class set is cheap and can be used at introductory and advanced levels. This article explores how such beams can be used to support learning about moments, equilibrium, vectors, and simultaneous equations. (Contains 7 figures.)

Introduces two methods of introducing trigonometry: ratio method and unit circle method. Presents a teaching experiment with two groups of students, half of whom were taught with ratio method and the other half with unit circle method. Concludes that ratio method students were better able to master the skills required and made greater improvements…

Two brief articles are included, one on a different method for solving percentage problems, and one on a trick for the calculator involving the sine to find one's age. (MNS)

The authors draw together a variety of facts concerning a nonlinear differential equation and compare the exact solution with approximate solutions. Then they provide an expository introduction to the elliptic sine function suitable for presentation in undergraduate courses on differential equations. (MNS)

An old way to determine asymptotes for curves described in polar coordinates is presented. Practice in solving trigonometric equations, in differentiation, and in calculating limits is involved. (MNS)

Some traditional and some less conventional approaches using the cotangent to solve the same problem are described. (MNS)

The following ideas are shared: (1) a low-stress subtraction algorithm that eliminates the traditional borrowing process, and (2) an approach to graphing circular functions that looks at the process of modifying simple functions as a series of shifting, sliding, and stretching adjustments, with its biggest advantage viewed as its generality. (MP)

Demonstrates the use of hexagonal dot paper in integrating algebra, geometry, and trigonometry within a single problem-solving setting rather than treating them in isolation. Suggests other related mathematically challenging activities for enrichment. (AIM)

Reports what real life contexts meant while teaching Year 11 Geometry and Trigonometry. Presents problems to support the teaching of a topic on vectors in three-dimensional space. Takes a critical look at five of the problems in view of students' responses to them. (ASK)

Because of the extensiveness of the course outline for Math 301 (Manitoba Department of Education), schools would have had to purchase several different textbooks to cover the material adequately. Therefore, a set of materials to supplement the guide was developed. The exercises, projects, and reviews contained in this package are keyed to the 301…

Presents an approach to Vieta's formula involving pi and infinite product expansions of the sine and cosine functions. Indicates how the formula could be used in computing approximations of pi. (MVL)

Uses a variation of Hansen's surveyor problem to illustrate how exploring students' assumptions can lead to interesting mathematical insights. Describes methods that utilize self-stick notes and overhead transparencies to adapt computer software to specific classroom needs. (MDH)

How the use of calculators can illuminate mathematics and improve the level of problem-solving discussion in classes is presented. (MP)

Argues that the derivation of the area of a circle using integral calculus is invalid. Describes the derivation of the area of a circle when the formula is not known by inscribing and circumscribing the circle with regular polygons whose areas converge to the same number. (MDH)

Argues for teaching different approaches to solving problems. Using a geometric example, alternative solutions are given which use synthetic geometry, transformation geometry, analytic geometry, complex numbers, trigonometry or vectors. (PK)