Presents findings from observations of 11th- and 12th-grade mathematics classes in Goa, India. Discusses classroom environment, senior-year curriculum, teacher background in India, and sources of student motivation. Includes sample questions from the comprehensive year 12 high school mathematics examination. (KHR)

Presented is a method for solving certain types of problems, with the goal of piquing students' interest in studying affine geometry, which underlines the method. (MNS)

Four essential steps toward effective mathematics teaching are presented, concerning enthusiasm, discussion and questioning, homework, and evaluation. (MNS)

Two teaching ideas are shared. The first deals with a game called "Mathardy," which is similar to the old television show "Jeopardy," and which can be adapted to nearly any age and subject matter. The second idea deals with probability graphs of data from a basketball team. (MP)

A set of activities geared towards decoding messages by evaluating algebraic expressions and discovering coding rules by analyzing pairs of coded messages is presented. (MP)

Four teaching ideas are shared: a polar coordinate lesson geared towards seventh graders, geometry teaching aids for slower students, the use of pupil-named proofs in instruction, and examples of unifying "natural" connections between traditionally distinct mathematics topics. (MP)

Four teaching ideas are discussed: a "giant" math problem designed to motivate students to use library sources, calculators, computers, and textbooks; a different way of finding fractional equivalents; a task-card project designed to encourage mathematics students to use libraries; and journal writing in a mathematics class. (MP)

A teacher describes her methods for teaching mathematics to students who need more motivation, discipline, and reinforcement than do college preparatory students. (MK)

Presents materials and methods that maintain student interest and encourage them to think creatively, develop mathematical reasoning, and look at problems from different perspectives, all within an open-ended approach to problem solving. Includes questions for discussion. (KHR)

Interest in mathematics can often be generated by seemingly nonmathematical items. A card trick from a course in recreational mathematics for middle school students is described. It involves several important mathematical activities: problem-solving analysis, making a conjecture and testing it, discovering, and verbalizing. (MNS)

Patterns and relationships are shown between the Pythagorean theorem, Fibonacci sequences, and the golden ratio. Historical references also include the works of Euclid and Euler. These unexpected relationships can be used to motivate secondary students. (DC)

Presents the mathematical proof, based on elementary number theory, for a card trick seen by students on television. Provides sources for other mathematical magic tricks that serve as motivational devices. (MDH)

Presents a problem-solving activity in which students are asked to find the shortest distance from one vertex of a cube to the vertex diagonally opposite by moving along the surface of the cube. Extends the problem for any rectangular solid. (MDH)

A previous article examined the amount of fuel that could constantly burn each second and achieve a safe landing. This article investigates some ways to burn variable amounts of fuel according to some mathematical function (such as an arithmetic progression). Several assumptions (such as a massless fuel) are made. (JN)