Keywords: Geometry, Technology
Ref: Giamati, 1995, Conjectures Geometry
Author(s): Giamati, Claudia
Date : September 1995
Title: Conjectures in Geometry and The Geometers Sketchpad
Journal or publisher: Mathematics Teacher
Pages, issue: p.456-458, Volume 88, Number 6
Reviewed by: JDF
Date of Review: 2-23-98
In this article, Giamati explores the usefulness of The Geometers Sketchpad in her geometry class. She uses the program to explore some possibilities with a problem involving rotating a triangle about a point. Students were given a diskette with several images of triangles and they used these to form hypotheses about a possible theorem. The students then reaffirmed their ideas with more formal proofs. With hints from the teacher, the students then approached more difficult aspects of the problem. Using The Geometers Sketchpad helped the students to gain a deeper understanding of the mathematics behind the proofs they were doing. It allowed them to test out their conjectures and see the difference between reasonable and unreasonable conjectures.
In my opinion, it is beneficial to make use of The Geometers Sketchpad and other technological devices in the classroom whenever possible. Giamati made her lesson a success by proper planning. It is important to have specific problems for students and to be prepared to ask leading questions and provide appropriate hints. Another important step taken by Giamati was to use technology to supplement her current lesson, not replace it. She used technology to reinforce concepts and help the reasoning process.
Keywords: Equity, Teaching Strategies
Ref:Koontz, Rowser, 1995, Inclusion African
Author(s): Koontz, Trish Yourst and Rowser, Jacqueline
Frazier
Date : September 1995
Title: Inclusion of African American Students in Mathematics
Classrooms: Issues of Style, Curriculum, and Expectations
Journal or publisher: Mathematics Teacher
Pages, issue: p. 448-452, Volume 88, Number 6
Reviewed by: JDF
Date of Review: 2-23-98
Even though the number of African Americans and other minorities entering the work force is on the rise, these same groups are still underrepresented in upper level mathematics classes. To encourage more African Americans into mathematics Rowser and Koontz discuss changes in the areas of learning and teaching styles, culture-fair curriculum, and teacher expectations.
The impact of teaching to different learning styles is becoming more apparent through time and studies. Yet many teachers continue to teach in the traditional analytic style. Some students, especially African Americans, may respond better to relational styles of teaching. This can include: using the whole picture instead of parts, using inferential reasoning as compared to deductive or inductive reasoning, deal with estimates and approximations instead of accuracy, and allow freedom and personal distinctiveness in the mathematics classroom. When teachers are more aware of diverse learners, they can better enhance learning for all students.
Culture-fair curriculum is another important point of the article. The curriculum should point out mathematical achievements by all cultures and affirm the similarities and differences among groups of people. It should also eliminate mathematical stereotyping. Teacher expectations should also be considered in order to encourage minorities. Expectations should be high for all students. Students academic experiences are formed by interactions with teachers. If students are expected to have success, they can succeed.
I think this article raises good points about learning styles and teacher expectations that should not be limited to African American students or even minorities. All students benefit from teaching to different learning styles and being expected to succeed. The tips provided in this article would lead to more effective teaching practices for many teachers.
Keywords: Planning, Teaching Strategies
Return to Index
Keywords: Activities, Problem Solving
Ref: Compilation, 1995, September Calendar
Author(s): Compilation
Date : September 1995
Title: September Calendar
Journal or publisher: Mathematics Teacher
Pages, issue: p.487-491, Volume 88, Number 6
Reviewed by: JDF
Date of Review: 2-23-98
This calendar of problems presents one fun and challenging problem for each day of the month of September. The problems for this month are taken from national level mathematics competitions such as AMC, AJHSME, AHSME, and AIME. The problems cover a variety of different topics including: algebra, geometry, and basic problem solving. A solution to each problem is provided on the pages following the calendar.
This is an excellent source of problems for daily use in a classroom. Also helpful is the organization of the problems into one problem per day of the month. These could be used as warm-up problems before class each day to help develop problem solving techniques. It also provides students with fun problems that challenge and interest them. END
Keywords: Communication, Issues
Ref: Cocco, 1997, New Math
Author(s): Marie Cocco
Date : Sept. 3, 1997
Title: New Math Must Challenge Without Disregarding Basics
Journal or publisher: Duluth-News Tribune
Pages, issue: p. 10A
Reviewed by: JDF
Date of Review: 5-14-98
This article in the opinion section of a local newspaper is written from the perspective of a mother whose first-grade child needs help with his homework. After the mother fails the child exclaims, "Mom, you are the world's worst math thinker!" The article centers on how mathematics has changed from memorization to thinking. The first grader is intrigued by problem solving and brain-storming in his class. the article also talks about how teachers are taking control and through communication are pushing the focus of the mathematics classroom to problem solving and math thinking. She points out that math is more than computation, it is about thinking.
As a future teacher this opinion article by a parent who is on the side of teachers is very encouraging. In our math ed. class we have been talking about many of the very same points that Cocco brings up. When parents understand the goals of teachers and support them, it makes for an excellent learning environment for the student. Math thinking is an important step in the new wave of teaching mathematics. If children can be stimulated and encouraged at home as well as in school, the process will be strengthened.
Keywords: Activities, Geometry, Probability
Ref: Janovsky, 1997, Integrating Mathematical
Author(s): Andrew V. Janovsky
Date : October 1997
Title: Integrating Mathematical Strands
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 516-519, vol 90, number 7
Reviewed by: JDF
Date of Review: 5-14-98
In this article Janovsky discusses how he uses the Hamiltonian circuit in his ninth grade math class. A Hamiltonian circuit is the circuit formed by the classic math problem where a salesperson starts at a home city, must visit each city on the map once, and then return home. In studying Hamiltonian circuits, Janovsky's class looked at explorations involving permutations, rotations, reflections, and symmetry. Janovsky first started with simple map of four cities, each numbered zero through three, located at the vertices of a square. Then the class formed permutations of three by listing the possible paths starting and ending with zero. The students then experimented with Hamiltonian circuits with five and six cities. Along with noting the permutations, students also looked at congruent shapes, changing the shape by rotation or reflection, and how that affected the permutation. The students also looked at the relationship between the number of lines of symmetry and the number of congruent shapes in a family. Then students came up with their own extension questions that dealt with both abstract formula questions and real life application questions. This activity is very valuable because it provides increased emphasis on geometric patterns. It also keeps students interested and combines abstract and practical aspects of mathematics. It appeals to the abstract thinker because of the shape manipulation and pattern solving. But it can also be related to the real world by discovering better ways of controlling the flow of data on computer networks.
Keywords: Activities, Geometry, Technology
Ref: Perham, 1997, Creating Learning
Author(s): Arnold E. Perham, Bernadette H. Perham, and
Faustine L. Perham
Date : October 1997
Title: Creating a Learning Environment for Geometric
Reasoning
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 521-525, vol. 90, number 7
Reviewed by: JDF
Date of Review: 5-14-98
In this article, Perham explores some common properties of the centroid of an acute triangle by working with pencil and paper cutouts and forms of technology such as Geometer's Sketchpad, Mathcad, and calculators.
Starting off the activity with a hands-on exploration, the students cut acute triangles out of stiff paper and draw the centroid by constructing line segments from the vertexes to the midpoints of the opposite sides. Then students cut out the three smaller triangles formed by the centroid and line segments and use a straw balance to compare their weights. Then using Geometer's Sketchpad, the students again construct acute triangles with centroids. With Geometer's Sketchpad they are able to measure the area of each small triangle and drag the vertex of the large triangle to observe the always equal areas. Then the students use Mathcad and the TI-82's to observe other properties with acute triangles and centroids.
This activity is valuable because it successfully combines hands-on experimentation with technological experimentation. The value of each of these is notable. The hands-on experience provides students with a more concrete understanding than just trusting a computer screen. And on the other hand, technology allows students to explore many different, accurate shapes easily. Both aspects of this lesson are essential to student understanding.
Keywords: Activities, Connections, Geometry
Ref: Kim, 1997, Angled Sunshine
Author(s): Hy Kim
Date : October 1997
Title: Angled Sunshine, Seasons, and Solar Energy
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 528-532, vol. 90, number 7
Reviewed by: JDF
Date of Review: 5-14-98
In this article, Kim combines a math and science unit dealing with sunshine. The students explore sunshine at different times of the day and also the sunshine during different seasons on different latitudes.
First the students model the sunshine on the flat surface by shining a flashlight on a piece of paper standing perpendicular with the ground. Then another piece of paper is slanted towards the sun to represent the different times of the day. The shadow left on the first paper represents the amount of angled sunshine as opposed to vertical sunshine. Then using simple trigonometry, students can figure out the relative intensity of the sun's radiation dependent on the angle of elevation. The students can go further to examine the effect of the tilted earth on the seasons at specific latitudes. For example, using Cleveland, Ohio with a latitude of 41 degrees N, students can again use simple trigonometry to figure the angle of the suns rays during different equinoxes and consequently figure the relative intensity of the sunlight during different seasons.
This article uses real life situations in mathematics lessons. This situation is one that the students can conjecture about before they even start the lesson because of their own experiences with varying temperatures throughout the day and between seasons. The integration of math and science gives students a real life application. The beauty of this application is that is does not seem tailored around the mathematics like many book math problems do. It is actually a situation that comes up in the scientific world to which students can figure out the answer.
Keywords: Activities, Algebra, Manipulatives
Ref: King, 1997, Piecing Together
Author(s): Sybrina L. King
Date : October 1997
Title: Piecing Together Piecewise Functions
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 550-552, vol. 90, number 7
Reviewed by: JDF
Date of Review: 5-14-98
In this article King tells of how she uses a combination of manipulatives, real-world applications, and graphing calculators to better teach piecewise functions. One important question King asks herself after every lesson is "How can I do this better next year?" This an important question for every teacher to think about and this article is a result of some of King's ideas for improvement of an old lesson.
First, for manipulatives, the students use patty paper, the waxed papers that restaurants use to separate hamburger patties, to draw functions. Then members of the class combine functions to form piecewise functions. Second, the real-world application involves a car garage and the price of parking which increases by the hour resulting in a step function. And finally, with the graphing calculators students can graph their own piecewise functions.
This is yet another example of a lesson that combines more than one kind of activity for one lesson. The use of a hands-on activity, a real world application, and a technology activity gives students the big picture of what is taking place. It also appeals to many different kinds of learners in one lesson.
Keywords: Gifted, Problem Solving
Ref: Greenes, 1997, Honing Abilities
Author(s): Carole Greenes
Date : October 1997
Title: Honing the Abilities of the Mathematically Promising
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 582-586, vol. 90, number 7
Reviewed by: JDF
Date of Review: 5-14-98
This article addresses the criticism that the Standards documents do not adequately accommodate gifted students. The article acknowledges this weakness and points to teacher guided enrichment activities as the cure for this problem. Some outlining characteristics for appropriate enrichment problems are listed as follows: Problems that: 1)Integrate the disciplines 2)Are open to interpretation or solution 3)Require the formation of generalizations 4)Demand the use of multiple reasoning methods 5)Stimulate extension questions 6)Offer opportunities for inquiry 7)Have social impact 8)Necessitate interaction with others
The article then goes on to name some specific enrichment problems and sources for problems. It also gives ideas on how to administer these problems and integrate them into the curriculum. It is important that the need for these type of enrichment activities be stressed in order to accommodate the interests and abilities of gifted students.
Keywords: Communication, Issues
Ref: Peressini, 1997, Parental Involvement
Author(s): Dominic Peressini
Date : September 1997
Title: Parental Involvement in the Reform of Mathematics
Education
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 421-427, vol. 90, number 6
Reviewed by: JDF
Date of Review: 5-14-98
All across the nation, schools have been reforming their mathematical curriculum in efforts to conform with the new standards. This change means moving away from the way mathematics have traditionally been taught. This article focuses on the skeptical views of parents and how schools and teachers need to deal with them.
Parents have many concerns about the reformed math classrooms. First of all, classroom activities have changed to more group interaction and activity instead of a traditionally more structured environment. Also, the contents are different, moving away from memorization and towards deeper understanding of concepts. It is also frustrating for parents to not be able to help students with homework anymore because the types of problems have changed so drastically. Parents are also skeptical about SAT and college entrance exam preparation.
To ease these parental concerns, schools must take steps to put the parents at ease. Communication is key. Schools can sponsor parent mathematical evenings or parent switch days, when parents attend classes with their children. If parents can observe the new curriculum in action, they are more likely to accept it. If parents refuse to see eye-to-eye with the school there is always the last alternative of open enrollment. But in general, the more parents get involved with their child's mathematics education, the more they will understand the positive changes that have taken place in the way we teach mathematics.
Keywords: Activities, Probability
Ref: Cuff, 1998, Binomial Theorem
Author(s): Carolyn K. Cuff
Date : March 1998
Title: The Binomial Theorem Tastes the Rainbow
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 262-244, vol. 91, number 3
Reviewed by: JDF
Date of Review: 5-14-98
In this article Cuff uses the Skittles advertisement which asks, "how many flavor combinations can you find?" Cuff has designed an activity that uses this question to teach the binomial theorem.
Students are given a snack-size pack of Skittles and they chart how many of each kind of Skittle are in their packages. Then they are to observe their eating patterns of the skittles. Do they not eat them, eat them one at a time, eat them two at a time, eat the whole bag at once? Then they need to define flavor intensity. Is there a difference between eating 1 orange and 3 red or eating 1 red and 3 orange? Then the students must keep their limitations in mind while solving their problem: How many flavor combinations are there? Students usually solve the problem without using the binomial theorem, but then they can see the correspondence usually with the fifth row of Pascal's triangle. Also listed in the article are several extensions of the Skittle problem.
This is a good way to get kids intrigued about the class period. If
nothing else, they will remember eating the Skittles. It seems to me
though, that the binomial theorem relation to the Skittles is forced. But
it still provided a real example of somewhere the binomial theorem is seen
and a good lesson in probability.
Return to Index
Keywords: geometry, technology
Ref: McGehee, 1998, Interactive Technology
Author(s): Jean J. McGehee
Date : March 1998
Title: Interactive Technology and Classic Geometry Problems
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 204-208, Vol. 91 #3
Reviewed by: JDF
Date of Review: 4-17-98
In this article, McGehee addresses the use of technology, namely, the Geometer's Sketchpad, in looking at a classic geometry problem. McGehee looks at the structure of the circle of Appolonius with the following: "the locus of all points P, in the plane, PA:PB will be a constant ratio k where k does not equal 1." McGehee looks at a traditional activity with this problem which only leads to a shallow understanding of the problem and then looks at a more inquiry based approach where students focus on the construction of the circle of Appolonuius with the locus points.
Using the inquiry method takes students through the complete mathematical process: play with an idea, make a conjecture, and make a formal argument. With technology, it is easier for the students to "play with the idea." It is important that the technology is not just used by the teacher to demonstrate, but that the students have a chance to individually use the technology in their own exploration. This problem gives a good examaple of how geomety software connets visual justification to higher thinking.
Keywords: assessment
Ref: Odafe, 1998, Students Generating
Author(s): Victor U. Odafe
Date : March 1998
Title: Students Generating Test Items: A Teaching and
Assessment Strategy
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 198-202, Vol. 91, #3
Reviewed by: JDF
In this article, Odafe discusses students generating test questions as an alternative form of assessment. Assessment is meant to be a process and determining the students' abilities to perform all aspects of problem solving need to be addressed. Student generated test problems give students the ability to ask questions using given information and make conjectures using this information. Students can practice real world skills of decision making and problem solving. This strategy also reduces apathy and builds confidence in students. They care about tests and may actually look forward to them.
In implementing this strategy a teacher should first give guidelines for group work. The students should also be given teacher expectations, and perhaps a test-items guideline. Students should focus questions on understanding of concepts and skills, not just rote response questions. Teachers should use 1-2 periods for students to come up with questions and use at least 1 question from each group. These periods may seem too time consuming, but can replace review sessions and are time well-spent.
I think this approach is a useful form of alternative assessment that does not need to be used for every test, but can be a wonderful learning tool for students. It can lead to increased student success, students caring about their tests, and increased mathematical confidence.
Keywords: Activities, Games, Probability
Ref: Ralston and Willoughby, 1997, Realistic Problem
Author(s): Anthony Ralston and Stephen S. Willoughby
Date : September 1998
Title: Realistic Problem Formulation and Problem Solving
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 430-433, vol. 90, number 6
Reviewed by: JDF
Date of Review: 5-14-98
Games often provide a fun and challenging arena for mathematics, no matter what the grade level. In this article, the authors describe a dice game called Roll-a-15 and tell of applications for students ranging in grade level from 2-16.
In Roll-a-15 there are two players and four dice. Two of the dice are numbered 0-5 and two of the dice are numbered 6-10. The player may roll as many of the four cubes as desired, one at a time, in any order, but may not roll any cube twice. The player with the score closest to 15 wins.
In the early grades this game will provide practice with adding numbers. You can also make accommodations to involve subtraction or multiplication. Students can also be posed with the question, which die do you throw first and why? In middle school the questions can become more advanced involving decisions in specific scenarios, and the probabilities of success in these scenarios. More advanced activities include coming up with a general strategy for being the first player and being the second player.
Games like this get students to think logically. The enjoyment from the game will also motivate them to understand the mathematics behind it. Another valuable aspect of this game is its multi-age level appropriateness.
Keywords: Activities, Arithmetic
Ref: Ferguson, 1997, What Day
Author(s): Donna K. Ferguson
Date : September 1997
Title: What Day Is It?
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 450-451, vol. 90, number 6
Reviewed by: JDF
Date of Review: 5-14-98
In this article Ferguson outlines a fun activity that overlaps into the English and History curriculum.
Ferguson has provided a worksheet that allows students to find the day of the week on which they were born by following step by step instructions. Another worksheet follows where students are to find the day of the week on which famous events in history took place. This only works for dates between Sept 15, 1752, and 2200. Then Ferguson suggests students write a paper or give a presentation about an event that occurred on the day they were born or about a famous mathematician born in their birth month. She argues that this activity gives students who normally do better in writing than math a chance to excel and also integrates the subjects.
While this activity may provide a little fun, the math objective to the lesson is unclear. Maybe a helpful extension would be to try to explain why the process only works for dates from Sept. 15, 1752 to the year 2200. I would also look to combine this activity with the actual English class instead of having these type of papers due solely in my mathematics class.
Keywords: Assessment, Problem Solving
Ref: Petit and Zawojewski, 1997, Teacher Students
Author(s): Marge Petit and Judith S. Zawojewski
Date : Sept 1997
Title: Teachers and Students Learning Together about
Assessing Problem Solving
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 472-477, vol. 90, number 6
Reviewed by: JDF
Date of Review: 5-14-98
With the new emphasis on problem solving in the school systems, it is becoming increasingly difficult to come up with fair and accurate grades since most times students are not handing in a test but rather a portfolio of their problem solving process.
The state of Vermont has developed a statewide assessment system that will ease this problem. There are five assessment criteria as follows: 1)Problem Solving 1: Approach and Reasoning 2)Problem Solving 2: Execution of Task 3)Problem Solving 3: So What? 4)Criteria 1: Mathematical Communication 5)Criteria 2: Overall Presentation
There are several advantages to this statewide assessment criteria. First
of all, it gives definite criteria for teachers to look for, making
evaluations of portfolios more objective. Secondly, its gives students
the opportunity to self-assess. Studies have shown that students who
self-assess have a higher level of performance. It empowers the student
to take their work into their own hands. They know what they have to do
to improve on their work. Finally, this criteria can help students and
teachers learn together about the expectations for good problem solving
techniques.
Keywords: Communication, Issues
Keywords: Activities, Discrete, Problem Solving
Pascals Triangle is one of the most interesting and useful mathematical
phenomenon. It is connected with many mathematical topics such as
probability, binomial theorem, patterns, Fibonacci Numbers, prime numbers,
and geometry, just to name a few. This book offers many problems and
interesting facts using Pascals Triangle. The five chapters include:
Pascals Triangle and where you find it, Number patterns within Pascals
Triangle, Figurate numbers and Pascals Triangle, Higher dimensional
figurate numbers, and Counting problems.
In the classroom there are many uses for Pascals Triangle. It can be
studied as a unit on its own, with all its intertwining topics and fun and
interesting problems. It can also be used in conjunction with other units
to which its properties can add a new dimension to traditional topics.
This book provides problems that can be used with students of all ages in
the classroom. It could also be used in the classroom as an enrichment
activity.
Keywords: Connections, Issues
This article gave a wonderful analogy of the big picture of mathematics
education. Kennedy compared the study of mathematics to a tree. The
trunk is comprised of a lot of basic facts, skills, and language essential
for knowing and doing mathematics. As you climb higher up the trunk you
get to the branches which contain different areas of higher mathematics
which involve higher thinking and interesting and beautiful problems.
Traditionally, the only way to get to the branches was to attempt the
grand feat of climbing the massive trunk. Some people made it and were
rewarded, but most people got stuck on the trunk because of its size and
intimidating presence.
Most math classes are filled with this trunk information like the
quadratic equation, trig identities, synthetic division, side-angle-side,
and on and on. While important, these skills only serve to let us climb a
little higher up the trunk. By the time students finish high school they
are still not all the way up the trunk and they have missed a lot of
exciting opportunities that lie in the branches. Lets face it: no one
will ever completely climb the trunk. There is so much base information
that goes into learning mathematics that high school curriculums will keep
getting fuller and fuller if we continue to keep the old curriculums in
tact.
The key to making high school math interesting and applicable to students
is to get them up in the branches sooner instead of just promising that
all the trunk information will come in useful someday. But how? Kennedy
points to the use of ladders. Ladders can come in many forms, but an
important one is technology. Kennedy uses the example of graphing
calculators. Students can explore things like a sin wave without knowing
about opposite-over-hypotenuse, the unit circle, reference angles, or a
radian. Helping students to play around in the mathematical branches is
the key to making mathematics accessible to all instead of only the elite
who have struggled up the trunk. I think every math teacher should read
this article. Its analogies and ideas put into perspective the new way of
teaching mathematics.
Keywords: Assessment
In this article, Hancock discusses open-ended questions as a form of
assessment. Many teachers who have tried this technique have reservations
about it. It takes longer for students to complete these types of
assessments and also longer for the teacher to grade. Many students do
not have as much success as they have with traditional tests, especially
at first.
But teachers need to keep working on open-ended questions for them to
become valuable in the classroom. The first step is to establish a
scoring rubric that allows for a clear grading system. The students can
even become involved in establishing this scoring rubric. In addition,
teachers need to realize that these types of questions, though sometimes
more time consuming, can produce benefits in the long run because students
are learning to think and analyze instead of just spitting out numbers.
Also, students should be allowed to go back and revise their work using
the rubric and teachers comments. This is often where the most learning
takes place. It is traditional to think that learning only takes place
during instruction, and assessment tasks and scoring are just measures of
that learning. But in this type of assessment learning can take place
throughout the instruction, assessment tasks, and scoring. Given this
added learning, the extra time and effort are worth it.
Keywords: Activities, Discrete, Problem Solving
Ref: Cocco, 1997, New Math
Keywords: Activities, Geometry, Probability
Ref: Janovsky, 1997, Integrating Mathematical
Keywords: Activities, Geometry, Technology
Ref: Perham, 1997, Creating Learning
]]]
Ref:Green & Hamberg, 1986, Pascals Triangle
Author(s): Thomas M. Green, Charles L. Hamberg
Date : 1986
Title: Pascals Triangle
Journal or publisher: Dale Seymour Publications
Pages, issue:
Reviewed by: JDF
Date of Review: 5-15-98
Ref: Kennedy, 1995, Climbing Around
Author(s): Dan Kennedy
Date : Sept 1995
Title: Climbing Around on the Tree of Mathematics
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 460-465, vol. 88, number 6
Reviewed by: JDF
Date of Review: 5-15-98
Ref: Hancock, 1995, Enhancing Mathematics
Author(s): C. Lynn Hancock
Date : Sept. 1995
Title: Enhancing Mathematics Learning with Open-Ended
Questions
Journal or publisher: Mathematics Teacher
Pages, issue: pp. 496-499, vol. 88, number 6
Reviewed by: JDF
Date of Review: 5-15-98
Green & Hamberg, 1986, Pascals Triangle
Keywords: Connections, Issues
Kennedy, 1995, Climbing Around
Keywords: Assessment
Hancock, 1995, Enhancing Mathematics
Pages, issue: p.456-458, Volume 88, Number 6
Pages, issue: p. 448-452, Volume 88, Number 6
Pages, issue: p. 466-468, Volume 88, Number 6
Pages, issue: p.487-491, Volume 88, Number 6
Pages, issue: p. 10A
Pages, issue: pp. 516-519, vol 90, number 7
Pages, issue: pp. 521-525, vol. 90, number 7
Pages, issue: pp. 528-532, vol. 90, number 7
Pages, issue: pp. 550-552, vol. 90, number 7
Pages, issue: pp. 582-586, vol. 90, number 7
Pages, issue: pp. 421-427, vol. 90, number 6
Pages, issue: pp. 262-244, vol. 91, number 3
Pages, issue: pp. 204-208, Vol. 91 #3
Pages, issue: pp. 198-202, Vol. 91, #3
Pages, issue: pp. 430-433, vol. 90, number 6
Pages, issue: pp. 450-451, vol. 90, number 6
Pages, issue: pp. 472-477, vol. 90, number 6
Pages, issue:
Pages, issue: pp. 460-465, vol. 88, number 6
Pages, issue: pp. 496-499, vol. 88, number 6
Ref: Giamati, 1995, Conjectures Geometry
Reviewed by: JDF
Ref:Koontz, Rowser, 1995, Inclusion African
Reviewed by: JDF
Ref: Compilation, 1995, September Calendar
Reviewed by: JDF
Ref: Cocco, 1997, New Math
Reviewed by: JDF
Ref: Janovsky, 1997, Integrating Mathematical
Reviewed by: JDF
Ref: Perham, 1997, Creating Learning
Reviewed by: JDF
Ref: Kim, 1997, Angled Sunshine
Reviewed by: JDF
Ref: King, 1997, Piecing Together
Reviewed by: JDF
Ref: Greenes, 1997, Honing Abilities
Reviewed by: JDF
Ref: Peressini, 1997, Parental Involvement
Reviewed by: JDF
Ref: Cuff, 1998, Binomial Theorem
Reviewed by: JDF
Ref: McGehee, 1998, Interactive Technology
Reviewed by: JDF
Ref: Odafe, 1998, Students Generating
Reviewed by: JDF
Ref: Ralston and Willoughby, 1997, Realistic Problem
Reviewed by: JDF
Ref: Ferguson, 1997, What Day
Reviewed by: JDF
Ref: Petit and Zawojewski, 1997, Teacher Students
Reviewed by: JDF
Ref: Cocco, 1997, New Math
Ref: Janovsky, 1997, Integrating Mathematical
Ref: Perham, 1997, Creating Learning
Ref:Green & Hamberg, 1986, Pascals Triangle
Reviewed by: JDF
Ref: Kennedy, 1995, Climbing Around
Reviewed by: JDF
Ref: Hancock, 1995, Enhancing Mathematics
Reviewed by: JDF
Green & Hamberg, 1986, Pascals Triangle
Kennedy, 1995, Climbing Around
Hancock, 1995, Enhancing Mathematics