Focuses on teaching in China, concentrating on two particular aspects of teaching: teaching students to prove in geometry and the details of what teachers do in classrooms. (ASK)

Opens with the theoretical construct of figural concepts. Argues that geometrical figures are characterized by both conceptual and sensorial properties. Investigates the effects of interaction between conceptual and figural components. Contains 19 references. (DDR)

Discusses the importance of using children's previous experiences with geometric figures to build foundations for developing geometric thinking. Describes how children's play with unit blocks can be structured to give them experiences with geometric concepts. Contains 12 references. (ASK)

Describes a third-grade class's discoveries when students were asked to develop a method to find the area of a trapezoid on the basis of their prior work with finding the area of rectangles. (ASK)

Presents an activity that utilizes the mathematical models of forest fires and oil spills that were generated (in the first part of this activity, published in the November 1998 issue) by students using probability and cellular automata. (ASK)

Investigates the problem of finding all triangles that have natural-number sides for which the area is numerically equal to the perimeter. (ASK)

Investigates, by conducting individual clinical interviews of 97 children ages 3 to 6, the criteria preschool children use to distinguish members of a class of shapes from other figures, emphasizing identification and descriptions of shapes and reasons for these identifications. Concludes that young children initially form schemas on the basis of…

Discusses the need for three-dimensional ideas in geometry. Describes a three-year sequence of projects that help develop students' spatial skills. (ASK)

Shares students' experiences with working geometrical proofs in cooperative groups. Presents an example of week-long group take-home test. (ASK)

Discusses the issue of proof in school geometry and views dynamic software as an excellent tool for exploration in geometry classes, mathematical practice, and for helping students see that a theorem is true. Argues that justification without proof would be untrue to the theory and practice of mathematics. Contains 32 references. (ASK)

Presents a problem and its solution on generating the complete set of triples of given sides of a triangle. Determines that students who work through the problem stand to learn a great deal more than just which particular triangles fit the given requirements. (ASK)

Offers a matrix to assist mathematics-curriculum planners and teachers around the world in developing multicultural learning materials. Contains 22 references. (ASK)

Presents an activity to investigate physico-mathematical concepts and provide mathematics arguments that are very close to a proof with the advent and availability of powerful technology. Demonstrates without using calculus how the law of reflection for parabolas is derived from Fermat's principle of least time. (ASK)

Argues that geometric models should be used to analyze, interpret, and solve problems from probability, algebra, and other areas of mathematics and that geometry should have a place among the major topics of emphasis in the mathematics studies of a middle school student. Presents responses from selected teachers to some questions about geometry.…

Argues that mathematics is, to a large extent, the study of patterns. Presents an activity in which students search for patterns in the Fibonacci sequence and Pascal's Triangle. (ASK)