MOUTHFUL OF MATH!
Tags: ENDANGERED species; MATHEMATICS -- Problems, exercises, etc.
Related Articles
- Every dog has his day. // Boys' Quest;Dec96/Jan97, Vol. 2 Issue 4, p40
Presents a math activity section for kids.
- Let's do math the Egptian way. Lesko, Leonard H. // Calliope;Sep97, Vol. 8 Issue 1, p9
Presents a number of mathematical problems to be completed using the Egyptian method.
- Answers to `let's do math the Egyptian way:' // Calliope;Sep97, Vol. 8 Issue 1, p10
Presents a selection of mathematical problems to be done the Egyptian way.
- Where in the world is Iraq? // Scholastic Math;2/14/2003, Vol. 23 Issue 9, p3
Presents a question on how many U.S. people ages of 18 and 24 could identify Iraq on a world map given the total number of people in that age bracket in the U.S.
- Mount on the Move? // Scholastic Math;2/2/2004, Vol. 24 Issue 8, p3
Presents a mathematical quiz on the movement of Mount Rushmore depending on temperature changes.
- Reviews. Shechter, Eric; Wimp, Jet // Mathematical Intelligencer;Summer95, Vol. 17 Issue 3, p71
No abstract available.
- A hint is not always a help. Perrenet, Jacob; Groen, Wim // Educational Studies in Mathematics;Dec93, Vol. 25 Issue 4, p307
Discusses the effectiveness of hints for solving mathematical problems. Stimulation of concrete actions; Ineffectivity of warnings against certain mistakes; Principle of minimal help.
- Students' ability to visualize set expressions: An initial... Hodgson, Ted // Educational Studies in Mathematics;Mar1996, Vol. 30 Issue 2, p159
States that visualization is a powerful tool for solving mathematical problems. Use of Venn diagrams; Study done on 92 university students; Results of study; Analysis of translating errors.
- The equation: -2 = (-8)1/3 = (-8)2/6 = [(-8)2]1/6 = 2. Goel, Sudhir K.; Robillard, Michael S. // Educational Studies in Mathematics;Sep97, Vol. 33 Issue 3, p319
Presents a response to an article in the July 1995 edition of `Educational Studies in Mathematics,' in which the authors R. Even and D. Tirosh claim that the quantity (-8)1/3 is undefied. Attempt to show that the reasoning given by Even and Tirosh is flawed.
