This paper provides students with many interesting observations regarding the nature of magic squares, magic rectangles, and quasi-magic squares and provides tools for teachers to group students into ability-balanced cooperative learning groups.

The Math Forum is an online resource center for pre-algebra, algebra, geometry and pre-calculus. Its Virtual Math Teams (VMT) service provides an integrated web-based environment for small teams of people to discuss math and to work collaboratively on math problems or explore interesting mathematical micro-worlds together. The VMT Project studies…

The authors investigated the effects of student spatial ability, as measured by Raven's Progressive Colored Matrices (J. C. Raven, 1938) and type of instructional program on geometry achievement. Sixth-grade students worked through either 6 instructional activities in Geometer's Sketchpad (Key Curriculum Press, 1993), a dynamic geometry program,…

This study documents problem solving approaches that high school students develop as a result of using systematically Cabri-Geometry software. Results show that the use of the software becomes an important tool for students to construct dynamic representations of the problems that were used to identify and examine different mathematical relations.…

This instructor's guide consists of materials for use in teaching a course in geometry designed for students enrolled in postsecondary vocational or technical education programs. Covered in the individual units of the guide are the following topics: basic terms, straight line combinations, angular conversion, circles, polygons, and geometric…

Describes a method that will easily generate any number of triangles of equal area and perimeter, and also geometrically characterize such triangles. (PK)

Some ideas that primary school teachers can use in class when going over lessons on geometry are presented. (MP)

Develops the Pythagorean Theorem in the context of the Van Hiele levels by presenting activities appropriate for each level. Activities point to preparatory development (level 0), give 3 different versions of Euclid's proof (levels 1, 2, and 3), give some generalizations of the theorem (level 3), and explore the Pythagorean relationship in other…

Since all manner of quantities require to be compared together, in mathematical computations, and their various relations searched out and determined and as most of our knowledge in mathematical subjects depends on the proportions of several things to one another: so it is requisite that the nature of proportion, and the methods of reasoning…

Discusses how intriguing arithmetic images from geometric situations, which serves to remind students that mathematics is interrelated. Discusses also how the teacher can anticipate the possible dialogue in a class and thereby stress points of emphasis "ahead of time". (BR)

Shows how integer-sided triangles can be nested, each nest having a single enclosing isosceles triangle. Brings to light what can be seen as a relatively simple generalization of Pythagoras' theorem, a result that should be readily accessible to many secondary school pupils. (Author/KHR)

The interesting construction of a conic from an ellipse given by Manuel Santos-Trigo is evaluated. The validity of the conclusion that the locus is a conic section, the nature of which is determined in a simple way by the location of the variable point R relative to its center point O and the major vertices of the ellipse are proved.

The author shows how instructors might successfully introduce students in principles and intermediate microeconomic theory classes to the topic of bundling (i.e., the selling of two or more goods as a package, rather than separately). It is surprising how much students can learn using only the tools of high school geometry. To be specific, one can…

Students' difficulty with reasoning and justification in the context of proofs in geometry has been well documented. Studies reveal that many of the ideas that students are asked to prove are known to be true, and therefore, the process of such proof is likely to remain meaningless and purposeless. The implication of this claim is that students…

For a given orbital period and eccentricity, we determine the maximum time lapse between the winter solstice and the spring equinox on a planet. In addition, given an axial precession path, we determine the effects on the seasons. This material can be used at various levels to illustrate ideas such as periodicity, eccentricity, polar coordinates,…