A research focusing on the ability of the students to learn, the thinking capacity of the teachers and the languages, policy and technologies used in the classroom is conducted in order to understand and overcome the problem of students in learning algebra. The analysis shows that the problem is caused by the use of an instrumental approach…

A computation learning lab was planned, implemented, and evaluated as a way of helping learners conquer computation problems. Features include: emphasis on a premotivation activity; the use, on a regular basis, of eight instructional strategies; and active parent support. The lab students showed dramatic gains. (MP)

Discusses examples from research of how students' misconceptions underlie their difficulties in interpreting kinematics graphs, possible underlying causes, and promising remedies. (KHR)

Reports findings from the team teaching of a course in mathematical problem solving designed for secondary and community college teachers to clarify the concept of ."ecessary and sufficient" conditions. Discusses assigned problems and students' incorrect interpretations. Student interpretations showed how simple mistakes can often lead to rich…

Describes learning-disabled algebra classes offered at Bergen Community College, their structure, teaching and learning strategies used in the classes, and successful outcomes. Concludes that students with learning disabilities can learn algebra when their environment focuses on their needs and learning styles. (KHR)

Poses a probability problem with counterintuitive results which ultimately leads to a lesson in how mathematicians work and think. (KHR)

Presents a recounting of the work of Kepler and Wiles, great minds who made a tangible impact on the field of mathematics but who had to overcome seemingly insurmountable roadblocks. (KHR)

Sensitizes high school and college teachers to challenges that students often have with mathematical symbols and suggests instructional strategies that can reduce such difficulties. Discusses various uses of symbols and identifies common difficulties encountered as students verbalize, read, and write symbols. Offers teaching strategies that can…

Presented is a study that underscores the extent to which students do not understand the use or meaning of letters in equations. (MP)

Describes a student's work on a word problem after which she was very comfortable with her answer but her work was not correct. Discusses symbol sense, goals for students, and how tasks can be used to help meet those goals. (KHR)

Important characteristics of literal symbols are considered. How letters are like numerals and words, but different, are discussed. Teaching suggestions are included. (MNS)

Examines teachers' judgments of the difficulties of algebra problems. Offers classroom-tested instructional approaches that build directly on students' mathematical intuitions and inventions. (KHR)

Illustrated are how explorative assignments can help to expose and identify learning problems. Some assignments that address these problems and some techniques and benefits of using writing assignments are provided. (MNS)

The author finds that students who have not previously mastered arithmetic skills do not benefit from an individualized review course. He describes such a course and presents four case studies in support of his position. (SD)

Methods of instructing students in problem solving are suggested that get pupils to view mathematics as a tool. The author states students should look beyond the numerical answer to the other components and highlights areas of the mathematics curriculum that afford an opportunity to explore these many facets. (MP)