This discussion explored the integration of creative thinking pedagogy and the anthropological theory of didactics in university-level algebra education, emphasizing the importance of understanding the perspectives of both learners and teachers. The work began by highlighting the necessity of considering these viewpoints to create effective and…

The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine…

Describes a teaching experience through student-centered activities in a second year algebra class with gifted and talented students. Concludes that students learned more mathematics than the teacher originally planned to teach. (KHR)

Correlates high school chemistry curriculum with high school algebra curriculum and makes the case for an integrated approach to mathematics and science instruction. Focuses on process integration. (DDR)

Describes an activity in which students examine bicycle chain-rings, cogs, and gear ratios as a means of exploring algebraic relationships, data collection, scatter plots, and lines of best fit. (KHR)

Illustrates how the process of describing a trip by writing out map directions can help students develop the skills necessary to become proficient at solving linear equations. (YDS)

Introduces an activity that focuses on Hooke's law to implement and furnish applications of linear equations and graphing in a physical situation. (KHR)

Describes a low-tech, hands-on activity to improve student understanding of irrational numbers. Each student creates a number line from adding machine tapes and uses a square and a precisely folded triangle as the only measuring device. (KHR)

Discusses Einstein's special relativity theory and some of the developmental mathematics involved. Presents motivational classroom materials used in discussing relative-motion problems, evaluating a radical expression, graphing with asymptotes, interpreting a graph, studying variation, and solving literal and radical equations. (KHR)

Presents a project used to help students make connections between linear and exponential models and between arithmetic and geometric sequences. (KHR)