Approximately 1,200 students in years 7 to 10 were tested on recognizing, using, and describing rules relating 2 variables. Fourteen interviewed students saw a variety of patterns, many of which were not helpful for algebra. Outlines critical steps in moving from a table to an algebraic rule. (MKR)

Discusses the implications of a research study of more than 2000 students aged 11 to 15 that explored why the students interpret algebra in certain ways. Recommends strategies that can help teachers deal with prior knowledge that students may bring to their study of algebra. (DDR)