A college course using science fiction literature as a springboard into the study of geometries is described. (DT)

Fundamental concepts of symmetry and rigid motion are developed through activities using polygonal shapes made up of six congruent equilateral triangles. (DT)

Activities are described that involve polyhedrons constructed with a marble inside enabling them to roll across a smooth surface. Directions are given for constructing such a tetrahedron. (DT)

Four methods of finding the range of values of the solution of a problem when the data are known to lie within given bounds are illustrated. (MS)

Worksheets and instructions are provided for a lesson on tessellations made with regular polygons. Patterns for equilateral triangles, squares, regular pentagons, and regular hexagons, each having sides one inch long, are included. (DT)

Presents results of action research which had the goal of producing concepts and topics that would permit students to get creatively engaged in mathematical analysis and problem solving. The method used, called Turtle Geometry,'' is concerned with programming a moving point to generate geometric forms. (DT)

Permanent models of soap bubble configuration can be made by using a new plastic art medium. (MM)

As part of their teacher training course, graduate students visited several industries to find what mathematics was in use. (MM)

Provides an innovative aspect for worksheets in geometry for elementary grade math students. (AN)

The author discusses some problems of mathematics teaching in Nigeria. Many difficulties stem from the inappropriateness of the British-developed syllabi used in the schools. Using geometrical concepts as illustrations, the author suggests that a careful assessment of the environment of the pupils would lead to better teaching techniques. (JH)

Reported is a comparison of the discrimination power of multiple-choice geometry test question alternatives supplied by (1) students taking an experimental test in completion format, (2) experienced teachers, and (3) student teachers. (JG)

After a discussion of philosophy and learning processes and theories, the author presents rationale for teaching axiomatics in geometry including traditional and modern transformational approaches. (JG)