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)

Presents a miniresearch project from a college geometry class for preservice mathematics teachers involving Venn diagrams for five sets. (Author/MKR)

Attempts to lay the groundwork for a study of curves produced as loci using dynamic geometry. Provides some sketches of ways Cabri may be used to enhance the teaching of geometry with particular reference to synthetic plane Euclidean geometry, locus, and the conics. (Contains 26 references.) (ASK)

Introduces elastic geometry, or topology, into the elementary classroom through the study of connecting the intuitive, visual, and spatial components of storyknifing as well as other everyday and ethnomathematical activities. (ASK)

Documents, compares, and analyzes the nature of spatial reasoning by practitioners (plumbers) in the workplace and students in the school setting while constructing solids, with given specifications, from plane surfaces. Results confirm the power of activity theory and its methodology in explaining and identifying the structural differences…

Proposes a real-time collaborative framework for geometric modeling. Assessment results show that the collaborative environment was useful in design education. (MM)

Describes new geometric computer models used in contemporary computer-aided design (CAD) software including wire frame, surface, solid, and parametric models. Reviews their use in engineering design and discusses the impact of these new technologies on the engineering design graphics curriculum. (Author/CCM)

Describes how classification came alive in a third grade classroom as children searched for rules or properties defining the five Platonic solids, then constructed a precise definition to classify these solids. (ASK)