Grid paper activities are discussed as a way to help students conceptualize fractions. (MP)

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

Describes a number of methods of teaching graphing and in fulfilling objectives in graphing such as collecting data from the student's immediate environment and using standard graphical practice in representing relationships. (Author/RK)

The author details graph exercises and solutions, coordinated with a "new textbook," to explain gas laws for isoprocesses, the first law of thermodynamics, and heat transfer. (JH)

Arrays are seen as excellent models for beginning multiplication examples, but that they are often put aside by teachers when they become unwieldly for greater factors, possibly depriving learners just when they need the help. The use of grids made on paper marked in squares is suggested. (MP)

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)

Teaching suggestions for graphing the function y=sin 1/x and the greatest integer function are given. (MK)

Topics discussed are: triangular numbers; three proofs of the surface area of a sphere; reverse notation; highest common factors; square roots from a graph; and clock geometry. (MP)

Presents suggestions for helping elementary teachers learn students' names and helping students feel comfortable in the first week of school while studying mathematics skills related to graphing and data. The activities involve graphing students' names and reading a children's book then creating mathematics activities out of the lead character's…

Explores developing a concept image of functions. Includes assessment items, describes students' responses to these items, and interprets those responses. (KHR)

Offers graphical proof of the proposition that the dynamically efficient allocation of a depletable, nonrenewable resource allows higher net benefits to users in both time periods than any other allocation. States that in this proof the result is more general and does not require the numerical specification of other previous models. (JEH)

Discusses the use of a dynamic geometry software package to improve teaching of graph theory in basic graph sketching and in isomorphic, bipartite, and planar graphs. (JRH)

Examines the relative effectiveness of the traditional lab method and the microcomputer-based laboratory (MBL) for improving student understanding. Examines three areas of achievement: graphing interpretation skills, and interpreting motion graphs and understanding of motion. Results indicate that MBL laboratories are more effective than…

Offers tips on creating interactive bulletin boards and displays designed to help elementary students develop thinking skills and number concepts and to help teachers with such daily tasks as taking attendance, keeping track of birthdays, doing lunch counts, maintaining job lists, and exploring individual student characteristics. (SM)