Discusses how many students cheat in middle and high school mathematics classes and the reasons for cheating. Offers practices to prevent student cheating. Contains 19 references. (ASK)

Presents situations from geometry classrooms resulting from observations of five geometry teachers and their classes. Concludes that some teachers are influenced by their beliefs, professional development experiences, and views about their own teaching. Contains 11 references. (ASK)

Describes a workshop where mathematics can be explored both individually and with others, and where the focus is on the support of ideas and understanding rather than on specific answers. Demonstrates students' improved interest in mathematics by hands-on projects emphasizing visualization, manipulation, and modeling. (AIM)

Discusses new techniques and new approaches to gathering information about student learning. Describes a project entitled "Enhancing the Teacher's Role in Assessment" in which 36 teachers from 11 school districts learned about traditional and alternative assessment. (ASK)

Thoughts of diverse individuals concerning mathematics are reprinted. Quotations are presented in four categories: philosophical, aesthetic and creative, emotional, and scientific. The author opines that the classroom use of such quotations can provoke thought about the nature of mathematics. (SD)

By introducing elementary trigonometry earlier in a geometry course, a teacher can demonstrate how a variety of techniques can be brought to bear on the same problem. Eight theorems illustrate this. (Author/KM)

A common misconception, f(x+y) = f(x)+f(y), is used to prove theorems such as: 2=1; n=o for all positive integers n; and tan x=1 for all x. (MP)

An investigation is given of exceptions to the rule for adding fractions. The use of such exceptions in instruction is discussed. (MP)

The central limit theorem is demonstrated in a simple, unsophisticated manner through three experiments. (JT)

Indirect methods of proof are taught with a chapter on symbolic logic. Examples and solutions for a number of proofs are presented. (MNS)

A different form of the quadratic formula is developed. (DT)

The contributions of American mathematicians are briefly discussed, and the contents of some early mathematics textbooks are described. (DT)

Functions defined on a unit square are considered, so that a basis may be established to carry over important features to the circular functions. (DT)

The problem of determining the number of squares having vertices at pegs on geoboard is considered. (DT)

Activities are suggested for investigating the mathematics underlying an optical illusion. (DT)