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May 2005, Volume 98, Issue 9

FEATURES

Tennis, Anyone?
Ted Hodgson, Maurice Burke
The variety of strategies that can be used to determine the probability that a player wins a tennis game, given a probability of 60 percent that he or she wins each point. The tennis problem promotes high-level thinking and may serve as an excellent problem context for exploring a variety of mathematical concepts. The article suggests strategies for using the problem in 9-12 classrooms.

On Enlarging the Focal Point of a Parabola
Thomas Dence
The geometry and algebra behind what happens when the definition of a parabola is changed by altering the size of the focal point. Different types of problems may open a wealth of related explorations including describing the locus of points equidistant from a line or describing the locus of points whose distances from two given circles sum to a constant. Students have the opportunity to be creative with their investigations and perhaps discover some interesting mathematical relationships.

Promoting Problem Solving across Geometry and Algebra by Using Technology
A. Erbas, Sara Ledford, Chandra Orrill, Drew Polly
Technology is a powerful tool in assisting students in problem solving by allowing for multiple representations. The vignette offered in this article provides insight into ways to solve open-ended problems using multiple technologies. The investigation presented demonstrates how multiple technologies can highlight different aspects of the problem-solving process for students. The technology-based approach allows students to formulate conjectures under different conditions.

Providing Meaningful Fieldwork for Preservice Mathematics Teachers: A College-School Collaboration
Frances Curcio, Alice Artzt, Merna Porter
The collaboration between an eighth grade teacher and two college professors in the design and implementation of in vivo field experiences that help preservice secondary school mathematics teachers connect theories of learning with instructional practice. Through a student-centered approach to instruction, this course serves as a model for these students to use while they reflect on teaching and learning. Through observations and discussions, pre-service teachers can focus on meaningful fieldwork that bridges theory and practice.

Classified Index - Vol. 97, January-May 2004; Vol. 98, August 2004-May 2005- FREE PREVIEW!

Vol. 97, January-May 2004; Vol. 98, August 2004-May 2005