Argues that while microcomputer and graphing calculators have evolved to a stage where they should be used routinely by mathematics students at all levels, there is sometimes potential to mislead students with computer generated graphs. Examples are included. (PK)

The author suggests that the efficient use of mathematics in everyday life means translating situations into mathematical contexts, using a calculator and mental methods of calculation. Suggestions for teaching these concepts are included. (PK)

The author suggests ideas intended to lead to independent study on topics including trigonometry, Pythagoras, algebra, transformational geometry, primes, and countability. The ideas are based on Islamic patterns devised using a square lattice of dots and repeated reflections. (PK)

Explores the following classical problem: given any 30 points on a circle, join them in pairs by segments in all possible ways. What is the greatest number of nonoverlapping regions into which the interior of the circle can be separated? Presents strategies for solving this problem. (PK)

Information is presented on organizing a geometry fair using student projects. Preparation, construction and display of projects are addressed. Project ideas and suggestions for mathematics supervisors are included. (PK)

Discusses the debate concerning the teaching of calculus. States that some consider calculus reform urgent because of the course's position in undergraduate studies. Considers the quality of mathematics instruction in the computer era. Cites examples of institutional experiments with new course designs. (CW)

Argues that the investigation of the life and personality of textbook authors is one approach by which it is possible to analyze school life in the past. The French text author Lacroix is considered. (PK)

Presents a geometry exercise which is designed to help students create three-dimensional clay figures, think in three dimensions, and develop vocabulary. Reproducible worksheets are included. (PK)

Argues that "student talk" is an important developmental activity in mathematics. Gives suggestions that will facilitate student talk. (PK)

Describes seven estimation and counting activities appropriate for an early childhood classroom. Includes suggested methods for going beyond the prescribed activities. (PK)

Describes common beliefs of students about the nature of mathematics and discusses the implications of the student beliefs for problem solving and for teaching. (PK)

Discusses some important components of instruction on fractions in the early childhood years. Argues that fractions should be included in the early childhood curriculum and suggests various activities and materials. (PK)

Explores the problem of combining algebraic terms from the students' point of view and suggests changes in certain traditional teaching practices. (PK)

Presents three reproducible worksheets which contain verbal problem situations in which numerical quantities have been omitted and represented by geometric shapes. The objective of the material is to develop the students' ability to analyze the mathematical structure in verbal problem-solving situations. (PK)

Research on learner's beliefs are summarized in the areas of beliefs about mathematics as a discipline, beliefs about learning mathematics, beliefs about mathematics teaching, and beliefs about self within a social context in which mathematics teaching and learning are occurring. (PK)