Clarifies aims and objectives of school algebra, reviews research on students' performance, and suggests curriculum modifications. This article is one of the keynote addresses of the Algebra Working Group of the Seventh International Conference on Mathematical Education held in Quebec City, Canada in August 1992. (26 references) (Author/MKR)

Links the use of Computer Algebra Systems (CAS) to an existing classification scheme for mathematical tasks called the MATH Taxonomy. Illustrates through concrete examples how the goals of teaching and learning mathematics can be set using this classification together with the CAS. (Author/MM)

In many countries, the traditional processes of algebra have received criticism from educational reformers. Current reform policies, national frameworks, and local implementing statements have encouraged an algebra-for-all curriculum for students. After years of effort to improve the teaching of algebra, studies indicate that students usually do…

Described are computer program packages requiring little or no knowledge of computer programing for college algebra, calculus, and abstract algebra. Widely available computer algebra systems are listed. (MNS)

Challenges abstract mathematics requirements in U.S. high schools. Refutes various philosophical and psychological assumptions underlying math instruction, particularly the correlation between simple numbers and the physical world, the math/logical thinking connection, and frequency of use arguments. Suggests that high schools require only one…

This paper asserts that the key to algebra reform is to integrate algebraic reasoning across all grades and all topics, to "algebrafy" school mathematics. The distinction is made between algebra "the institution" and algebra "the web of knowledge and skill," which is also clarified. Finally, suggestions are made as to how the educational community…

Presents a summary report of the Algebra Working Group's discussion subgroup on secondary algebra at the Seventh International Conference on Mathematical Education held in Quebec City, Canada in August 1992. Three appendixes include the reactions to the keynote addresses in this issue. (MKR)

Shows how technologies are essential in a new algebra curriculum based on the NCTM Standards. This article is one of the keynote addresses of the Algebra Working Group of the Seventh International Conference on Mathematical Education held in Quebec City, Canada in August 1992. (24 references) (MKR)

This volume contains the plenary or reactor papers presented at a conference on reform in algebra held in Leesburg, Virginia, December 9-12, 1993. Papers included are: (1) "Introduction" (C. B. Lacampagne); (2) "Summary" (C. B. Lacampagne); (3) "Recommendations" (C. B. Lacampagne); (4) "The Development of Algebra…

This volume presents recommendations from four working groups at a conference on reform in algebra held in Leesburg, Virginia, December 9-12, 1993. Working Group 1: Creating an Appropriate Algebra Experience for All Grades K-12 Students produced the following papers: (1) "Report" (A. H. Schoenfeld); (2) "Five Questions About Algebra…

Students undertaking mathematics courses in their final year of secondary education in Victoria are assessed using a combination of school based coursework assessment and examinations. Over the last decade, students have used technology such as graphics calculators, statistical software, spreadsheets, and computer algebra systems (CAS) extensively…

Discussed are the rationale for, and the benefits accrued from, the use of graphing calculators within all aspects of the secondary mathematics curriculum. Examples are included that highlight specific features of graphing calculators. (JJK)

The development of the new mathematics curriculum of the late 1950s is examined in light of current calls for changes in the instructional program. Thoughtful, imaginative reform that offers radically new models of approach to teaching mathematics is called for. (MP)

Proposed is that the present sequence of algebra followed by geometry leads to frustration. Students should be given the basic skills they need to survive in advanced mathematics and chemistry, with emphasis on percentage and ratio problems. (MNS)

This document argues that qualitative graphing is an effective introduction to mathematics as a construction for communication of ideas involving quantitative relationships. It is suggested that with little or no prior knowledge of Cartesian coordinates or analytic descriptions of graphs using equations students can successfully grasp concepts of…