A card trick that can be explained and justified using first-year algebra is presented. It illustrates the power of mathematics to unmask seemingly complex situations. (MNS)

The following teaching ideas are presented: a game called 110 used to provide drill in remedial mathematics; an examination of a general formula for the lateral area of a nonright cylinder; nontraditional approaches to extraneous roots and quadratic equations; and an introduction to standard deviations. (MP)

A discussion on the general equation of a line shows how students can be lead to discover mathematical properties, find how one discovery leads to another, see how different branches of mathematics can lead to a solution, and be provided with a starting point for studying special mathematical topics. (MP)

The use of the randomized response technique as a tool of obtaining answers to sensitive questions is illustrated. Directions for two classroom experiments are included. (MP)

A problem-posing approach is used to change a door problem that involves a linear hallway into one in which doors are in a circle. The new problem is noted to relate mathematically to concepts behind the spirograph. It is hoped the material will encourage teachers to use problem-posing. (MP)

The question is asked, "How many gifts in total were given in 'The Twelve Days of Christmas' song," and is shown to relate to several other problems. Most of the number patterns and partitions dealt with are viewed to be usable with students in junior and senior high school. (MP)

Three ideas are shared: using geometric figures in motivational practice of order operations with prealgebra students; constructing a test with a holiday theme to increase student interest; and coding greeting cards for students that can be solved mathematically through the use of previously learned concepts. (MP)

A procedure for constructing a magic cube is presented, with related teaching activities appropriate for students familiar or unfamiliar with the algorithm covered. (MP)

An outline model of a student-presented mathematics club program on non-Euclidean geometries is discussed. The suggested instructor approach is to assign four students to research and collectively present this material to club members. (MP)

Examples used to illustrate Simpson's paradox for secondary students include probabilities, university admissions, batting averages, student-faculty ratios, and average and expected class sizes. Each result is explained. (DC)

Shares a method that encourages students to read the mathematics textbook by quizzing the students on the ideas read in the previous day's assignment. Describes how the quizzes are administered and provides examples of typical quizzes. (MDH)

Using play money, students buy and sell six types of stock certificates at prices determined periodically by tossing three dice; all students participate as investors, brokers, or banker. In addition to gaining practice on computational skills in a motivational game, students study the real stock market concurrently. (SD)

The author outlines where we've been and where we ought to be going with computer-enhanced mathematics especially with respect to student motivation and problem solving. (MN)

Three activities are provided for introducing career education into the mathematics classroom as well as the rationale for doing so. (JT)