Introduces a toy, the Educated Monkey, developed to help students learn multiplication tables and associated division, factoring, and addition tables and associated subtraction. Explains why the monkey works and reviews geometric, algebraic, and arithmetic concepts. (KHR)

Cites Mandelbrot as an example of one who learned the language of mathematics, biding his time until he could employ his knowledge both as a means of creative expression and as a tool for comprehending the intricacies of the world around us. (KHR)

Investigates the benefits and limitations of using pre-constructed, web-based, dynamic geometry sketches in activities related to deductive proof at the secondary school level. Focuses on the relationship between the design of materials and the exploration process. Draws attention to the idea that pre-constructed dynamic geometric sketches and…

Proposes some possible ways of using an interactive whiteboard as a means of stimulating pupils' thinking and active participation. (KHR)

Describes a rugby problem designed to help students understand the maximum-minimum situation. Presents a series of explorations that locate an optimal place for kicking the ball to maximize the angle at the goalposts. Uses interactive geometry software to construct a model of the situation. Includes a sample student activity. (KHR)

Describes a credit-card-debt activity that allows students to increase their awareness of underlying mathematical concepts relevant to the world of commerce and personal finance through learning geometric and arithmetic sequences. (KHR)

Reports on a research project to use transformation geometry to give students an opportunity to work with proportions using visual models. (YDS)

Presents a problem-solving activity, the birth order problem, and several solution-seeking strategies. Includes responses of current and prospective teachers and a comparison of various strategies. (YDS)

Describes an art lesson using the styles of Charles Demuth and Charles Sheeler in which the students created computerized drawings containing geometric forms. Explains that the lesson incorporates computer technology, art, and mathematics. Provides background information on Demuth and Sheeler and discusses procedures for the lesson. (CMK)

Describes and compares the Archimedes and the Zu Xuan approaches in computing the volume of sphere in the East and West. Discusses how to motivate a group of teacher trainees to relate these two approaches to the evolution of calculus ideas. (Author/KHR)

Activities which can be used to explore arrangements of five-sided polygons to cover a plane with no spaces are suggested. Sample tessellations are provided. Instructional methods involving this concept are discussed. (CW)

Presented are two cases of simple geometrical calculations involving the large numbers of atoms that are encountered in two ordinary situations. Included are questions about the spatial implications of the genome and a mole of hydrogen. (CW)

Described is a way to illustrate cyclic and dihedral groups through symmetry using corporate logos and hubcaps. Examples of the different kinds of symmetry groups are explained in terms of Leonardo's Theorem. (KR)

Presented is a way of extending the list of rotation groups to include all finite subgroups of symmetries of the sphere, up to conjugation in its full group. Included is Klein's method for enumeration of the finite subgroups. (KR)

Presented is L'Hopital's rule for the evaluation of limits in the case when x goes to infinity using geometric concepts. Included are the rule, extensions, counterexamples, and a rule for sequences. (KR)