Describes an activity in which students examine bicycle chain-rings, cogs, and gear ratios as a means of exploring algebraic relationships, data collection, scatter plots, and lines of best fit. (KHR)

Discusses representations in the context of solving a system of linear equations. Views representations (concrete, tables, graphs, algebraic, matrices) from perspectives of understanding, technology, generalization, exact versus approximate solution, and learning style. (KHR)

Presents a typical cost-allocation problem with possible solutions, including geometric and combinatoric ones. Provides students with a real-life application of the mathematics that they know. (KHR)

Presents a unit to investigate lemons and experience the real taste of a lemon that includes simple, enjoyable, and inexpensive activities that develop students' observation, prediction, measurement, and inference skills. Students also developed creative arts projects, explored mathematical concepts, and wrote stories about fruit. (NB)

Addresses the "T-cubed" or Teachers Teaching with Technology program and their courses utilizing hand-held technology such as graphic calculators, data-loggers and the TI-92 hand-held computer. Describes practical experiments involving discharge, a temperature probe, and an oscillating water sprinkler. (AIM)

Investigates students' abilities to draw inferences. Introduces cognitive conflict in the form of video clips of reasoning expressed by students. Documents change with regard to the levels of observed response for the protocol and the use of displayed variation in the graphs. Analyzes change associated with the presentation of cognitive conflict.…

A study examined the effect of using graphic organizers (GOs) with 24 middle school students with learning disabilities to convey and cue relational knowledge. On written essays that required application, the GOs group provided significantly more relational knowledge statements than students in the group without GOs. (Contains references.)…

Introduces an activity that focuses on Hooke's law to implement and furnish applications of linear equations and graphing in a physical situation. (KHR)

Discusses examples from research of how students' misconceptions underlie their difficulties in interpreting kinematics graphs, possible underlying causes, and promising remedies. (KHR)

Presented are activities which use data from an instrument which combines speedometer, odometer, and clock readings on a circular graph. Applications of linear graphs using actual and simulated tachographs are discussed. Examples of student work are given. (CW)

Graphing calculators convert an equation to a visual model allowing students to make connections between mathematical concepts. Teachers are very receptive to the calculators, according to the director of the Calculator and Computer Precalculus Project at Ohio State University. (MLF)

Explores whether the differences in use of terminology were related to respective fields or to idiosyncratic characteristics of experience and education. Reports differences among college teachers, high school teachers, and college students from a 16-item survey on algebraic and graphing terminology used in mathematics and science. (YP)

Describes a five-step graphing method for various trigonometric periodic functions. Emphases is on teaching constants and functions. (YP)

Discusses solving inequality problems involving linear programing. Describes the usual and alternative approaches. Presents an intuitive approach for finding a feasible solution by maximizing the objective function. (YP)

Presents examples of line and curve graphs. Suggests some ways of using graphs to increase student learning. (YP)