Another way to divide a line segment discovered by Nathan Besteman is described along with Euclid's and the GLaD construction. The related projects and problems that teachers of geometry can assign to their students are also presented.

The greatest benefit of including leap year in the calculation is not to increase precision, but to show students that a problem can be solved without such presumption. A birthday problem is analyzed showing that calculating a leap-year birthday probability is not a frivolous computation.

Discusses the difference between a generic chemistry problem (one which can be solved using an algorithm) and a harder chemistry problem (one for which there is no algorithm). Encourages teachers to help students recognize these categories of problems so they will be better able to find solutions. (TW)

Advocates elementary math instruction that uses realistic problems or examples and that teaches children to think. Suggests methods for accomplishing these objectives, including the use of mathematical games. (SJL)

Differentiates between problems, exercises and algorithms. Discusses the role of algorithms in solving problems and exercises in chemistry. Suggests that very real differences exist between solving problems and exercises, and that problem solving steps can be and should be taught in chemistry education. (TW)