A student noticed an interesting fact about the base two numerals for perfect numbers. Mathematical explanations for some questions are given. (MNS)

On a scale of "moja" to "kumi", African math studies rate "kumi" with kids. (Editor)

Describes a number sequence made by counting the occurrence of each digit from 9 to 0, catenating this count with the digit, and joining these numeric strings to form a new term. Presents a computer-aided proof and an analytic proof of the sequence; compares these two methods of proof. (YP)

Patterns emerging when two-digit numbers in various bases are operated on by squaring and summing the digits. (SD)

Presents examples of 3-by-3 and 4-by-4 magic squares. Proves that the numbers 1 to 10 can not be fitted to the intersections of a pentagram and that the sum of the 4 numbers on each line is always 22. (YP)

Written to fulfill the requirements for a University of Minnesota College of Education off-campus Indian education course for public school teachers, this Native American curriculum unit for middle and high school reflects the mathematical achievements of the Maya, Aztec, and Inca Indians. The number systems, notation, and calendar techniques of…

A method of identification of pigs used by farmers is described as an application of a base three numeration system. (MP)

A square-dance number is defined as an even number which has the property that the set which consisted of the numbers one through the even number can be partitioned into pairs so that the sum of each pair is a square. Theorems for identifying square-dance numbers are discussed. (YP)

Shows numeral systems using base-10 positional systems currently in use in other countries. Describes two of the systems, Arab and Nepalese, and one, Chinese, that operates on a different principle. Provides references for getting more information about diverse numeral systems. (YP)

This text was written for junior high school teachers who wish to have more mathematical background on number systems. It is particularly useful for teachers who teach SMSG materials at grades 7 and 8. Chapters included are: (1) Introduction; (2) Numeration; (3) The Whole Numbers; (4) Divisibility and Properties of Whole Numbers; (5) The…

This newsletter for the Engineering Concepts Curriculum Project includes the educational objectives in the affective domain for the course. The major categories for these sixteen objectives are: (1) Interaction of science, technology and society; (2) Matching technology to people, society and the environment; and (3) Use of technological concepts.…

This article discusses three solutions to the "Tower of Hanoi" problem offered by students in a mathematics content course for prospective elementary school teachers. The course uses standards-based pedagogy and teaching via problem solving. Within this work, we consider the growth supported by collaboration at both the students' level…

Presented are the mathematical explanation of the algorithm for representing rational numbers in base two, paper-and-pencil methods for producing the representation, some patterns in these representations, and pseudocode for computer programs to explore these patterns. (MNS)

This guide contains an outline of topics to be included in individual subject areas in secondary school mathematics and some specific suggestions for teaching them. Areas covered include--(1) fundamentals of mathematics included in seventh and eighth grades and general mathematics in the high school, (2) algebra concepts for courses one and two,…