Demonstrates how instruction in writing paragraph proofs can be developed and implemented including organizing, writing proofs in paragraphs, evaluating a proof, sketching a proof, and drawing conclusions. (MKR)

An exercise which relates particle scattering and the calculation of cross-sections to answer the following question--"Do you get wetter by walking or running through the rain?"--is described. The calculations used to answer the question are provided. (KR)

Reported is one researcher's efforts to solve a classic mathematical problem called the "sphere packing problem." The historical barriers to solving this geometry problem are discussed. (CW)

Defines and discusses the proper use of radians in physics equations and problem solving. The article suggests that many physics instructors inadequately explain how and when to use radians to their students. (MVL)

Presents a set of activities in which students explore how complex models can be generated using a small and simple set of rules. (ASK)

Presents four related problems that provide examples of ways to include justifications of interesting mathematics in courses taught prior to a geometry course. (ASK)

Defines spatial structuring as the mental operation of constructing an organization or form for an object/set of objects. Examines in detail students' structuring and enumeration of two-dimensional rectangular arrays of squares. Concludes that many students do not see row-by-column structure. Describes various levels of sophistication in students'…

Caring and compassionate teachers can engage sullen, uncooperative students by inviting them on learning journeys that utilize various abilities and intelligences. The best teachers help students as they struggle to understand both core concepts and answers to essential questions. Two teachers' innovative strategies are described. (MLH)

Describes an activity on fractal geometry in which students built a 19-foot-tall Sierpinski pyramid in the Minneapolis Convention Center in conjunction with the National Council of Teachers of Mathematics' (NCTM) 75th Annual Meeting in April, 1997. Contains 13 references. (ASK)

Features a brief description of fractals and their characteristics, some example activities, and an argument for including fractals in the mathematics curriculum. (ASK)

Describes an interdisciplinary unit on robotics that includes teaching parts of a circle, constructing and programming robots, and incorporating language arts. (JOW)

Provides examples of geometry writing projects and discusses goals and difficulties of using these projects. Explores the process of grading and allowing student revisions of these projects by using a time-saving grading method. (Author/ASK)

Shares experiences with a series of lessons for fourth and fifth grade students in the elementary school and sixth, seventh, and eighth grade students at the middle school with the aim of showing ways in which architects use mathematics. Asks students to become architects and design buildings using geometrical shapes. (ASK)

Introduces handling data as conceived by Euclid, which provides some interesting possibilities for students to investigate fundamental geometrical ideas as well as relating some elementary geometry with elementary trigonometry. (ASK)

Considers teaching strategies to help children overcome misconceptions and difficulties with the mathematical concept of angles. (ASK)