This article sketches the historical development of arithmetic and algebraic symbols. (SD)

Presents the Newton-Raphson algorithm, which is an iterative way of finding the root of an equation f(x)=0. (ASK)

Argues that exploring a familiar topic or examination question in a novel manner is a useful way to find topics for mathematical investigation in the classroom. The example used to illustrate the premise is a quadratic equation. (PK)

Suggests activities involving the use of indices. Provides five activities with examples for routine practice, pattern recognition, prediction, conjecture, generalization, factorization, and limit concept. (YP)

The author advocates a return to "traditional" elementary algebra content. Several roles for algebra manipulation are identified, including making arithmetic more interesting and understandable and providing facility indispensable for both the technician and the mathematician. (PK)

Reports that students frequently confuse meanings of terms and misunderstand function-related concepts. Also, providing mental images of functions is often limited to elementary algebra examples. This article describes a game which can help create conceptual links between the function properties and their various representations. (PK)

Presents an activity that explores the completion of squares from the geometric point of view. (ASK)

The purpose of this article is to stimulate a discussion about the teaching of algebra. It seeks to raise questions which are more fundamental than those so far generated by the manipulative skills debate. (Author/MK)

Presents examples of line and curve graphs. Suggests some ways of using graphs to increase student learning. (YP)

An attempt is made to show that algebra is rarely obvious, and merely expecting children to learn rules is an oversimplification. Sections cover: (1) The Non-visual Nature of Algebra; (2) The Apparently Arbitrary Nature of Algebra; (3) The Relationship Between Symbolism, System and Question; (4) The Complex Nature of Algebra; and (5) Some…

Describes the use of step-functions in modelling instruction. Classifies modelling into three categories: direct, analogical, and creative application. Provides and discusses modelling postal rates and other problems as examples. (YP)

This article discusses the classroom use of discovery of number pattern. Provided are examples of a table of squares, multiplications of numbers, and algebraic expressions. (YP)

Defines and supports investigative mathematics for schools. Presents several results of an investigation of Fermat's Last Theorem. (PK)

Responses from about 500 average ability students at the end of ninth grade to an algebra assignment are reported and discussed. (MNS)