In this article, the author describes the Lutterloh method of making dress patterns, which was developed in Germany in the 1930s. The underlying principle involves the modification of basic designs and it is claimed that it provides better fits for women of different sizes and shapes than do other commercially available patterns. The method is…

The authors develop the idea of Niven numbers and discuss their potential usefulness in the classroom. A computer program to generate Niven numbers is provided. (MK)

Discusses the use of flexible straws for teaching properties of figures and families of shapes. Describes a way to make various two- or three-dimensional geometric shapes. Lists eight advantages of the method. (YP)

Describes the stages of a process of reflective thinking. Investigates how geometrical models can be used in learning and teaching mathematics in connection with the process. Identifies two models for children of age four to eight: constant path in the space of shapes and continuous path of varied polygonal shapes. (Author/YP)

Uses pentominoes to examine the concepts of congruence, similarity, transformations, tessellations, networks, perimeter, area, and volume in a problem-solving, cooperative learning environment. Discusses the construction of three-dimensional pentominoes. (YP)

Patterns generated by the set of natural or counting numbers are discussed. Included are quartic, odd, square, and triangular numbers. (MK)

Provides four activities asking students to observe and classify star patterns and to identify polygons and continuous paths while observing similarities and differences. Presents the objectives, directions, extensions, answers, references, and worksheet for each activity. (YP)

The production and application of images based on fractal geometry are described. Discussed are fractal language groups, fractal image coding, and fractal dialects. Implications for these applications of geometry to mathematics education are suggested. (CW)

Explores the following classical problem: given any 30 points on a circle, join them in pairs by segments in all possible ways. What is the greatest number of nonoverlapping regions into which the interior of the circle can be separated? Presents strategies for solving this problem. (PK)

Four activity workshops are suggested which might be used for several different purposes. The reproducible worksheets address clock patterns, patterns with tides, extending Pythagoras, and fractions extended. (PK)