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February 2005, Volume 98, Issue 6

FEATURES

Report from the Netherlands: The Dutch Revolution in Secondary School Mathematics
Robert Case
Survey of the profound ongoing changes in secondary school mathematics in the Netherlands and the implications within Dutch society. The emerging Dutch model invites reflection on the American process and possibilities. Teachers are learning new teaching pedagogy, similar to NCTM recommendations. Equality in funding, realistic math, equity in education, and fostering student autonomy are focuses of the article.

Constructing Cooperative Logic Problems
Mika Munakata
Challenging students to construct cooperative logic problems to expose them to the mathematical thought processes involved. Students create a problem with four to six clues to the answer. Problems are worked cooperatively with each member receiving and responsible for applying/contributing their one clue. Applicable for any level, but examples are from geometry.

Portfolios in Calculus: Reinforcing Concepts and Inviting Creativity
Evelyn Bailey, Fang Chen
A nontraditional graphing assignment in calculus courses that requires students to combine their mathematical, technological, verbal, and artistic skills in a portfolio assessment. Students use their knowledge of graphing at their Calc I or II level to find the function that creates the desired pictorial representation.

Promoting Understanding of Linear Equations with the Median Slope Algorithm
Michael Edwards
An author-invented algorithm, the median slope, to help students understand  the basics of linear equations before and without using the graphing calculator. Unlike calculator-based linear regression techniques, the steps that underlie the median slope algorithm are entirely accessible to first-year algebra students. Step by step examples are given as well as directions for programming the median slope algorithm into the graphing calculator.

Another Way to Divide a Line Segment into n Equal Parts
Natan Besteman, John Ferdinands
A way to divide a line segment into equal parts, discovered by Nathan Besteman while he was a sophomore in high school. It also gives other ways to carry out the construction, and suggests problems and projects for students of elementary geometry. Explores the ways Euclid and the GLaD method solve the problem and provides a synthetic and analytical proof and extensions for students.