The lesson details an approach to teaching positive and negative numbers which uses number pairs and generates inverses that initially avoid any mention or use of negative signs. The material moves pupils from development of key concepts to the use of more standardized notation for number operations. (MP)

The approach discussed intuitively illustrates how a problem can be analyzed by breaking it down into parts. The method makes extensive use of graphs of absolute value functions and is broken down into three stages. Each stage is covered in some detail. (MP)

The usual methods for solving quadratic equations are noted to require either the use of numerical formula or curve plotting on graph paper. The method described here enables pupils to solve equations using only a 45 degree setsquare, graph paper, and a pencil for those which have both real roots and real coefficients. (Author/MP)

In a previous article in this journal (Vol. 17, p358, 1979), a wet-bulb depression table was recommended for two simple experiments to determine relative humidity. However, the use of a graph is suggested because it gives the relative humidity directly from the wet and dry bulb readings. (JN)

A technique for teaching the graphing of polar coordinate equations is presented. This approach involves the use of an auxiliary graph in rectangular coordinates and is thought to aid students in understanding of problem-solving situations such as in dealing with points of intersection and determination of limits of integration. (MP)

An unusual shape is considered, and properties and steps in drawing it are detailed. The focus is on development and presentation of a computer program that will draw the curve. The program is written in BASIC with special plotting commands for a Techtronix computer, but is adaptable to other systems. (MP)

Activities designed for pupils to read and draw distance-time graphs and use the slopes to draw conclusions about car speeds are presented. Worksheets designed for duplication for classroom use are included, and suggestions for supplementary activities involving speed-time graphs are provided. (MP)

A program designed to plot three-dimensional graphs is described and presented. The program allows the user to select maximum and minimum ranges for X, Y, and Z, and can enlarge a graph on the screen or look at a portion away from the origin. It is in Applesoft BASIC. (MP)

The use of a computer to help honors second-year algebra students graph quadratic and higher-order polynomials is discussed. Sample computer programs are included. (MP)

A discussion on the general equation of a line shows how students can be lead to discover mathematical properties, find how one discovery leads to another, see how different branches of mathematics can lead to a solution, and be provided with a starting point for studying special mathematical topics. (MP)

Describes how library decision-making was enhanced by a systematic study of patrons, services, and effectiveness based on the concept known as performance measures for public libraries. Improvements in the data gathering and analysis techniques are noted; also provided are survey instruments, examples of selected revised forms, and references. (SW)

This report discusses students' understanding of the algebraic concepts of gradient and intercept with respect to simple graphs. A pilot study is described which attempts to identify the difficulties students encounter and determine the number of students who have these difficulties. (MK)

Presents a method for graphically illustrating Le Chatelier's principle, suitable for the general chemistry undergraduate. (CS)

Graph theory is presented as a tool to instruct high school mathematics students. A variety of real world problems can be modeled which help students recognize the importance and difficulty of applying mathematics. (MP)

A college-level intermediate algebra course with an applications theme is described. (MK)