Presented is the official mathematics program for all seventh grade students in Belgium, beginning September, 1968. Methods of instruction are suggested for the several curriculum content areas -- sets, relations, integers, and geometry. (RP)

Describes the college-level course offered at the State University of New York, which combines plane geometry and plane trigonometry. Explains lesson sequences and sample exercises to show how the course develops all of the major principles of geometry and trigonometry using three basic constructions: perpendicularity, angle congruency, and angle…

The material attempts to find the maximum number of non-congruent figures that can be generated from a nine-pin geoboard, and considers the maximum number of figures possible on boards of any size. The exploration starts by grouping sets of pin patterns into groups of equivalent classes. (MP)

Four problems are given and discussed involving reflection about a line or the reflection properties of conic sections. Solutions are given. (MP)

An investigation is reported of differences in boys and girls in three grade levels of the identification and construction of embedded and overlapping figures and the effect of instruction on identification. The only significant differences found were across the grade levels in construction. (MK)

Topics discussed by the renowned geometer include: his early interest in mathematics, the nature of geometry, geometry education, and the future of geometry. (MK)

Activities to be used before teaching the Pythagorean Theorem are described. Sample worksheets are provided. (MK)

A discussion is given of the nature of spatial ability and a rationale is provided for use of spatial activities such as tiling, tangrams, and polyominoes. (MP)

An activity unit is described that helps children recognize the inside and outside of closed curves. (MP)

Sixty-three high school geometry teachers and college mathematics educators rated each of 35 geometry objectives on a scale from very important to unimportant. Results of these ratings are reported and discussed. (DT)

The use of the Mira, a geometric device for studying reflections, is discussed. Proved are that all Euclidean constructions can be made with a Mira and that the Mira can be used to trisect an angle. (DT)

A course for high school students who have completed one semester of geometry explores neutral geometry (no parallel postulate), Lobachevskian, and Riemannian geometries. The teachers believe that students who study several postulational systems gain a better understanding of Euclidean geometry. (SD)

This clinical, exploratory study describes processes used by 8 ninth-graders learning to solve non-routine geometry problems and changes in those processes as instruction in heuristic methods was given. Directions for future research are indicated, and several hypotheses to be investigated are suggested. (DT)

Using Taxi-Cab Geometry (a non-Euclidean geometry program) as the starting point, 14 mathematically gifted British secondary students (ages 12-14) were asked to consider the differences between Euclidean and Non-Euclidean geometries, then to construct their own geometry and to consider the non-Euclidean elements within it. The positive effects of…

Illustrates how mathematicians work and do mathematical research through the use of a puzzle. Demonstrates how general rules, then theorems develop from special cases. This approach may be used as a research project in high school classrooms or math club settings with the teacher helping to formulate questions, set goals, and avoid becoming…