Five basic skill areas needing more attention in standard high school geometry are discussed. Levels of student mental development in geometry and a need for less emphasis on formal proofs are reviewed. (MP)

A version of the game lotto or bingo that is useful in learning geometric concepts is described. (MK)

Teacher's guide and master work sheet are provided to be used to explore geometric properties within a problem-solving activitiy. (MK)

Changes in the elementary and junior high school mathematics curriculum that have occurred in the last 20 years and that may occur in the future are discussed. (MK)

The author describes the teaching of geometric topics, using a geoboard with different age groups. (MK)

Discusses the benefits of dynamic geometry software in helping students learn to write proofs. The software allows students to create simple geometric figures, explore relationships, make conjectures about their properties, and test those conjectures. (AIM)

Describes a classroom activity designed to give students hands-on experience using technology and geometric visualization, as well as to explore fractal geometry in a cooperative classroom environment. Natural phenomena is the context of these activities. Enriches understanding of Euclidean geometry and infinite sequences. Lists materials,…

Describes a mathematics course that involves the study of growth patterns combined with an analysis of the symmetry of patterns. Briefly outline the curriculum and and discusses key features of the course, such as use of hands-on models, video, slides, and speakers from other disciplines. Contains 29 references. (DDR)

Describes an activity connected with mathematical definitions that illustrates the process of gradual refinement as a way to understand and construct knowledge. Presents a gradual construction of a specific geometry concept that was the result of interaction between participants in a mathematical discourse. (KHR)

Describes a low-tech, hands-on activity to improve student understanding of irrational numbers. Each student creates a number line from adding machine tapes and uses a square and a precisely folded triangle as the only measuring device. (KHR)

Describes young children's thinking about geometric shapes and discusses implications for teaching and learning. (KHR)

Presents interactive parabolas created from straight segments using a dynamic geometry software and its web component. (Author/KHR)

Shows the potential of using interactive geometry software to produce a natural environment for formulating and pursuing questions that arise in the course of solving problems. (KHR)

Describes the maximum-volume-box problem designed to lead students to a deeper understanding of the problem and its solution. Uses the Geometer's Sketchpad as a learning tool. Illustrates some examples of constructing and using the sketch. (KHR)

Provides activities that deal with Fibonacci-like sequences and guide students' thinking as they explore mathematical induction. Investigation leads to a discovery of an interesting relation that involves all Fibonacci-like sequences. (DDR)