A simulation experiment for the dissolution kinetics of steroids is described whose goals are to demonstrate the characteristics of the physical-chemical model for dissolution and to relate the physical-chemical model to the potential therapeutic availability of the drug. Computational details are given. (LBH)

Three biorhythm cycles affecting behavior are discussed and graphed by using basic mathematical operations along with simple graphing techniques. (JT)

Ten problems involving large calculations are described for classroom use with a calculator. (JT)

A technique for examining the financial attributes of one common form of interinstitutional cooperation--cross-registration--is proposed. Four approaches are identified dealing with tuition, cost of instruction, cost avoidance, and course enrichment, and methods for assessing course enrichment are detailed. (LBH)

A conceptually elementary and geometrically based algorithm is presented to indicate how trigonometric functions can be calculated without using calculus. (MN)

An activity involving totaling bills, completing checks and check stubs, and determining bank balances is described. (JT)

The authors present a computational skills laboratory exercise for ecology conscious students. (MN)

Many of the difficulties that students have with mathematical symbolism seem to stem from the use of a horizontal form for an equation and a vertical form for computation. The differences between these two forms are discussed. (JT)

Refutes the Doppler effect as the explanation of large red shifts in the spectra of distant galaxies and explains the relativistic effects in which the light sources approach the observer obliquely. Provides several diagrams and graphs. (YP)

What mental computation and estimation are, what is known from research about each process, and what can help students develop these skills are discussed. (MNS)

Four ways of knowing about numbers are listed, with direct estimation emphasized. Using perceptual anchors is described, with several teaching tips on their use in estimation. (MNS)

Addresses the principles and problems associated with the use of significant figures. Explains uncertainty, the meaning of significant figures, the Simple Rule, the Three Rule, and the 1-5 Rule. Also provides examples of the Rules. (ML)

Questioned is a method of having students tap reference points on numerals to count out sums, differences, and products. How the method works, educators' reactions, and problems noted in interviews with children are discussed. (MNS)

Front-end estimation is discussed, with several examples, teaching tips, testing tips, and some references on research and additional activities. (MNS)

The focus is on suggestions for teaching rounding wisely as an estimation strategy. (MNS)