Detailed instructions are given for the construction of a line segment of length cube root of two. A proof is also given. (MP)

Comparisons are made between the errors obtained when approximating the integral with the midpoint rule, the trapezoidal rule, and Simpson's rule. (MP)

A geoboard-related extremal problem dealing with both concave and convex polygons is discussed and a proof is given of the solution. (MP)

Two statements concerning magic squares, considered as 3x3 matrices, are discussed and their proofs given using only high school level techniques. (MP)

A nontraditional approach of graphing equations using parallel axes produces some dual concepts when compared to graphing equations with the traditional perpendicular axes. (JT)

A word game is suggested for use as an informal introduction to proofs. (JT)

The often-neglected strategy of looking back is discussed, with an example. Considering what-if-not is described with generalizations of the problem. (MNS)

Discusses students' uses of certain programs, in contrast to writing them. Three programs are discussed: one on nonreal roots, one on dividing polynomials by quadratic polynomials, and one on "unfactoring." (MNS)

Two British mathematics educators share their views about mathematics education in Britain and mathematics education in the United States, examining similarities and differences in mathematics education between the two countries. (JN)

When students first meet the concepts of mean and standard deviation, it is desirable that data be generated on the spot by the students themselves. How this can be done with a microcomputer is presented. The program for "Stop the Stars" is included. (MNS)

Included in this section are brief articles on drawing altitudes of triangles, sketching parabolas, and visualizing variability. (MNS)

This article describes a method of developing trigonometry through a combination of the traditional right triangle approach and the wrapping function approach. (DT)

Properties of quadrilaterals having diagonals which are perpendicular and equal in measure are explored. (DT)

Consistent schemes for classifying triangles, quadrilaterals, and solids are suggested. (DT)

Properties of the number 1,001 are investigated. (DT)