Discusses areas where minimal sculpture and geometrical play overlap. (GA)

Discusses how the International System (SI) abbreviations for numerical factors designated as prefixes may be treated in quantity calculus as free-standing algebraic symbols. Illustrative examples are also presented. (HM)

This problem solving strategy is illustrated by examples from the fields of algebra, trigonometry, geometry, and calculus. (MP)

Chemical bonding, for most simple complexes, is described in the Mulliken-Walsh Molecular Orbital (MO) theory. (CP)

Outlines mathematical topics of use to college geography students identifies teaching methods for mathematical techniques in geography at the University of Leeds; and discusses problem of providing students with a framework for synthesizing all content of geography education. For journal availability, see SO 506 593. (Author/AV)

Mathematical solutions to simple atomic structure problems involving (a) simple cubic, (b) body-centered cubic, and (c) face-centered cubic models are presented. (CP)

Construction of a series of 13 nested, regular tetrahedrons from 12 square sheets of paper without using geometric instruments, scissors, or glue is described. (MN)

A brief description of the operation of Euclid (a theorem-proving computer program written by the author) is given and directions to be taken in its continuing development are indicated. (MN)

Examples of CLOPAK Networks, an approach to covering the plane with symmetrically arranged, close-packed geometric shapes, are given. Implications for the place of networks in geometry instruction are discussed. (MN)

Finding the shortest route between two points can be approached by vector methods. Several types of matrices modelling a map of 6 cities are described. (SD)

The curriculum for precalculus mathematics is discussed and divided into three important areas of study: polynomial algebra, exponents and logarithms, and the circular functions. (JT)

Graphical solutions are illustrated for several algebra problems including finding roots of a quadratic equation, solving mixture and motion word problems, factoring the difference of two squares, and constructing the square root of a positive number. (MN)

Examined are the arguments related to whether traditional or new mathematics curricula better prepares students to write proofs. Analyzed are "proofs" presented by students; the author argues that the ability to produce a proof depends upon the cognitive level of the student. (SD)

Argues that Euclidean geometry should assume the central role it once had in mathematics education, describing a teaching method that uses slides made with superimposed overhead projector transparencies. The method (constituting a game of clues and hints) assumes students understand deduction and the roles of postulates, theorems, and proofs. (JN)

A problem is discussed in which students investigate the properties of the perfect triangle. (MNS)