Discusses the effects of mathematical language on the teaching and learning of mathematics. Concludes that educators need to expend far greater effort to bring all students to a fuller understanding of, and appreciation for, the language of mathematics. Contains 18 references. (ASK)

Provides activities that support students as they develop their intuitive notions of graphs. Activities help students describe the relationships expressed in the graphs and make generalizations about inferences on the basis of the visual image. (ASK)

Demonstrates a way to develop the concept of the logarithmic function that builds on students' knowledge of the definition of a function and its inverse. (ASK)

Describes an activity involving six investigations. Introduces students to fractals, allows them to study the properties of some famous fractals, and encourages them to create their own fractal artwork. Contains 14 references. (ASK)

Investigates the types of instructor behavior that created or exacerbated mathematics anxiety in students. Determines the grade level at which mathematics anxiety first occurred in these students. Concludes that several factors can cause mathematics anxiety, instructor behavior being one of them. (ASK)

Discusses cooperative learning and describes a method of implementing a cooperative-learning setting called Exchange of Knowledge. Contains 28 references. (ASK)

Derives lessons from the human process of constructing the proof of Fermat's last theorem such as serious mathematical thinking takes time as well as intellectual courage and skills. (ASK)

Introduces the taxicab metric which is practical for many applications and helps students pursue interesting investigations while deepening their understanding of familiar topics. Uses the taxicab metric to explore the circle, ellipse, and hyperbola in the plane called TaxiLand. (ASK)

Suggests scales as alternative representations of numerical concepts and operations that can be used as arithmetic-mean machines, adding machines, multiplication machines, and geometric-mean machines. (ASK)

This article reviews some of the research on indirect proof, discusses implications of the research for teaching, and offers some specific examples and strategies that can increase students' success with this important proof technique. (AIM)

Helps students make sense of the three ratios--the ratio between corresponding lengths, the ratio between corresponding areas, and the ratio between corresponding volumes--and begin to construct proportional relationships among them. (ASK)

Takes the concept of using a geometrical or visual approach to teach algebraic concepts and extends it to connect with the section on binomial expansion by using three dimensional objects. (ASK)

Several activities focusing on the number 1976 are presented. (SD)

The published views of French mathematicians Thom and Dieudonne regarding modern mathematics programs are discussed. (SD)

The problems, solutions, and results of the fourth annual contest are presented. (SD)