Presents a teaching experience with high school students in geometry class using hand signals that reinforce meaning of geometric concepts. (KHR)

Presents some activities for both art and mathematics classrooms. Traces the history of geometric art and focuses on a way of drawing tiling using LOGO programming. Describes some of the work on tessellations by the mathematician Roger Penrose and the artist M.C. Escher. Provides websites for further information. (KHR)

Describes the history of the unsolved moving sofa problem, presents one possible solution, and gives several suggestions for how this problem can be used in the classroom. (Author/NB)

Describes ways of using existing popular songs, writing raps, or writing new words for existing tunes in the mathematics classroom to supply motivation and mnemonics. (KHR)

Examines the extended effects of an instructional program designed to enhance schema development. Uses non-goal specific problems to teach geometry to high school students who need remedial tuition. Indicates that participants in the non-goal specific group showed greater improvements. Includes references. (CMK)

Presented is a script for a classroom presentation introducing weighted means and geometric means to students who are already familiar with arithmetic means. Frequent questioning is included to keep the students mentally active and involved in the development of this new idea. Typical student responses to these questions are provided. (CW)

Describes how to get equations for parabolas, ellipses, and hyperbolas from conic sections. Provides diagrams both in perspective and in cross-section for each case. (YP)

Described is an astronomy lesson designed to explore the relationship between the angle of the sun, the position of the north star, and the horizon line of a local area. Activities for teaching protractor fundamentals are included. (CW)

Proposes a new geometry curriculum for motivating middle school students. Discusses the treatment of geometry including visual justifications of geometric phenomena, examination of the properties of various common geometric figures, use of art and architecture, and inspection of geometric transformations. Eleven references are listed. (YP)

Discusses geometric construction problems. Presents four ways to construct a regular octagon using different conditions. Provides drawings showing the constructions. (YP)

Shows a series of Euclidean equations using the Euclidean algorithm to get the greatest common divisor of two integers. Describes the use of the equations to generate a series of circles. Discusses computer generation of Euclidean circles and provides a BASIC program. (YP)

Describes a unit in which students design a space station. Provided are a timetable for the unit, requirements for space-station manufacturing, and an outline of the unit. Lists nine references. (YP)

Introduces four activities on forming rectangles according to specific directions. Critical reading, experimentation, logical reasoning, and validation of given directions are necessary for accuracy. Provides objectives, directions, extensions, answers, and a worksheet for each activity. (YP)

Secondary geometry students were tested for van Hiele level of thinking, geometry knowledge and achievement, and proof-writing achievement. Proof-writing achievement correlated significantly with van Hiele level entering geometry knowledge and geometry achievement. The predictive validity of the van Hiele model was supported. (Author/DC)

Describes a geometry database unit for elementary classrooms in which students determine geometric attributes of a variety of shapes, and then set up a database that can be used to answer questions about the figures. Activities described include creating a database record format, simulating searches, and applying search criteria strategies. (five…