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The relative importance of spatial visualization ability and cognitive development for achievement in a geometry course for preservice elementary teachers was investigated. Both factors correlated significantly with achievement, but in an analysis of variance, only the main effect due to cognitive development was significant. There was no interaction between the factors. The effect of the semester-long geometry course on students' spatial ability was also investigated. It was found that the students' spatial visualization ability was significantly greater at the end of the geometry course than at the beginning.

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Issues concerning the proper mathematics content for gifted students have been addressed by many researchers, including Harpel (1983), Hersberger and Wheatley (1980), Stanley (1980), Wavrik (1980), and Wheatley (1983). One area of agreement is that geometry is an essential and insufficiently covered area of mathematics content for gifted students. In this article, we describe a course for mathematically gifted middle school students, including the instructional approaches used, along with some exemplary materials.

An investigation that leads to one of the significant contributions that sabermetrics has made to our understanding of baseball. Along the way, we illustrate the application of several principles of data analysis (Moore 1995, 95) in a context that is familiar to, and motivating for, many of our students.