Four periods of history are reviewed in an effort to build an informative background on the evolution of mathematics as a serious study in the schools. These four periods are (1) 300 B.C., (2) the second quarter of the 17th century, (3) the second quarter of the 19th century, and (4) the four decades of the 20th century from 1925 to 1965. (RP)

The problem "Given three planar points, find a point such that the sum of the distances from that point to the three points is a minimum" is discussed from several points of view. A solution that uses only calculus and geometry is examined in detail. (MNS)

Considers the electrostatic problem of a point charge in a domain bounded by conducting planes. Lists all such domains for which a solution by images exists, describes the image charge arrays in familiar crystallographic terms, and gives an illustrative example. (Author/GS)

Several logical methods for dividing circles and time into legitimate metric increments are examined and discussed as being convenient for conducting business, doing mathematics, navigating, and scheduling our daily lives. (MP)

Topics covered are: a game to provide drill with linear equations; the relationship between area and perimeter in a triangle; a new form for factoring polynomials; and a technique for graphing inverse functions. (MP)

This activity involved constructing parallelograms on the sides of an arbitrary triangle and discovering a relationship between the areas of the parallelograms. (MP)

Experimental data suggest that in a complex drawing, non-overlapping figures are more easily identified than overlapping figures and that triangles are easier to identify than quadrilaterals. (MP)

A number of traditional topics covered in school mathematics are examined, their origins discussed, and justifications sought for teaching them today. (MP)

Two well-known theorems from geometry are shown to be essentially the same using the principle of duality of lines and points. (MP)

Six conjectures are established concerning a rectangular solid with the lengths of all its face diagonals and the lengths of all its edges being positive integers. (MP)

The simultaneous solution of equations in polar form does not always yield the points of intersection of their graphs. An explanation is given. (MP)

Presents a classroom scenario in which a student concocts a unique solution to a standard circle exercise and the class attempts to verify if the solution works for all cases of the problem. (MKR)

Discusses assumptions implicit in any system of measurement. Describes a three-rectangle problem designed to help children explore additivity of areas and relationships between area and shape. Suggests ideas for action research. (FDR)

Explains standard drawing layouts and rules for creating orthographic and isometric views of a three-dimensional object. Normal and inclined surfaces are also discussed. Concludes with recommended classroom activities. Includes reproducible student worksheets. (FDR)