Reasons other than utility are needed to justify the place of algebra in the mathematics curriculum for all children. The possibility of considering generalized arithmetic and computer algebra are each discussed. (MNS)

This report discusses students' understanding of the algebraic concepts of gradient and intercept with respect to simple graphs. A pilot study is described which attempts to identify the difficulties students encounter and determine the number of students who have these difficulties. (MK)

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)

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)

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)

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

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)

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

Help to teachers for including discussion and investigations into their teaching, as recommended by the Cockcroft Report, is provided. Three algebra lessons are described as a way of getting started, and the degree of balance among teaching styles is discussed. (MNS)

A brief overview is given of a research project funded to investigate the cause and cure of errors in ratio and proportion, algebra, and fractions. Choosing pertinent information, interviewing students, listing significant features, developing lessons, and testing the materials are considered. (MNS)

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)

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)