The activities are designed to have students manipulate physical models of geometric figures, engage in spatial visualization and observe relationships between triangles and parallelograms and between triangles and rectangles. Worksheets designed for duplication are included in the materials and an answer key is provided. (MP)

It is viewed understandable that many teachers consider fractions one of the most difficult mathematical topics to teach. School experiences need careful planning to include sequential activities which develop accurate concepts, and concepts are thought best developed by activities which move along the concrete-to-abstract continuum. (MP)

Describes a laboratory course, modeled on the approach developed by Robert Karplus for physics laboratory courses, emphasizing discovery learning. (SK)

The mathematical nature of the product barcode that now appears on many supermarket goods is discussed. Particular attention is given to the nature and formula of a "check digit" used to verify that product numbers are correctly scanned. Several possible student activities related to this code and others are suggested. (MP)

A discussion of the reasons for the new design of international standard typing paper (AY) with dimensions of 210 mm by 297 mm leads to a discussion of the ratio of the sides and geometric concepts involving similar rectangles. (MP)

Some uses of a computer in a high school statistics class are presented. The increased student involvement in the lesson is seen as a result of the line demonstration of the mathematical concepts involved. A special application program written in BASIC is included. (MP)

An approach to teaching geometry is promoted that allows students to decide for themselves what they could prove from given information. Such an approach allows pupil involvement in the personal process of discovering mathematical ideas and formulating problems. It is noted these methods will not work for all. (MP)

These exercises are designed to expose students to the nature and effects of inflation and consumption rates. Pupils are expected to see how long it takes for costs to increase to certain levels, and how quickly various growth rates can deplete a finite resource. Worksheets suitable for duplication are provided. (MP)

A problem that is seen to allow room for student discovery and exploration is detailed. A discussion starts with an examination of the generation of a general equation for the sum of a set of consecutive integers, and leads to an exploration of more complex sums. (MP)

Try to learn all you can about a plant in the winter. As the season changes, you can see what the dried seed pod is like in bloom. You are a convert if you notice a spectacular show of summer wildflowers and wonder what sort of winter weed will result. (Author/CM)

Due to increasing energy demands and decreasing supplies, it is important for teachers to provide students with a solid foundation for energy decision making. Activities are presented which offer hands-on experiences with four sources of energy: wind, water, sun, and fossil fuels. (JN)

Guessing is seen in all forms to be a creative and critical process which has practical and scientific utility. The goal of science in early childhood is viewed as having children make better guesses. Ways of instruction that create and develop an atmosphere for guessing are detailed. (MP)

The unmarked protractor appears to have been ignored in considerations of construction tools other than the standard straightedge and compass. Some geometric problems are presented which are designed to be done using only the unmarked protractor. They are thought to provide challenges to better students. (MP)

Describes the history, definition, advantages, and objections to discovery learning methods in science. Includes alternatives to these methods. (DS)

Details of a class exploration of graphs that drew upon knowledge about the behavior of particular kinds of functions and applied them in a new context are provided. (MP)