Considers various aspects of teaching and learning stemming from the integration of graphing calculator use in a semester-long college algebra course. Argues that technology use has had a positive impact on various dimensions of student learning. (Author/CCM)

Examines how components of the concept of function (variable, domain, and range) and the process-object duality in its nature emerge as highly relevant to student learning in various mathematical contexts related to linear and abstract algebra. (Contains 22 references.) (ASK)

Interviews students majoring in mathematics who had passed a required introductory course on algebraic structures on students' difficulties with basic concepts in group theory as part of a research project. Reports data concerning cyclic groups. (ASK)

Reports on the responses of students using a computer algebra system (CAS) called DERIVE in an introductory calculus course at undergraduate level. Indicates that the use of this technology was a catalyst for students to use three types of learning strategies: (1) regularly using multiple representations, (2) discussing meaning with peers and…

Introduces programs that assist blind students such as Tactile Access to Education for Visually Impaired Students (TAEVIS). Reports on two blind students who successfully completed physics courses and their learning strategies. Discusses the accessibility of visual aids. (YDS)

Presents a theoretical framework based on interviews with undergraduate students and written questionnaires to study how undergraduate students cope with abstract algebra concepts. Indicates that students' responses can be interpreted as a result of reducing the level of abstraction. Examines the theme of reducing abstraction based on three…

Reports on a study designed to build instructional software to improve estimation, reasoning, and problem solving skills using an animation-based tutor for algebra word problems. Concludes that estimation and the solution of simpler problems (i.e., decomposition) are effective strategies. (Author/MM)

Describes a beginning algebra course that places stronger emphasis on learning to solve problems and introduces topics using real world applications. Students learn estimating, graphing, and algebraic algorithms for the purpose of solving problems. Indicates that applications motivate students by appearing to be a more relevant topic as well as…

The high levels of anxiety, apprehension, and apathy of students in college algebra courses caused the instructor to create and test a variety of math teaching techniques designed to boost student confidence and enthusiasm in the subject. Overall, this proposal covers several different techniques, which have been evaluated by both students and the…

Assessed was the level of thinking of 140 students who had been placed in developmental algebra as entering college freshmen. Scores on the Group Assessment of Logical Thinking, Scholastic Aptitude Tests, college placement tests; high school grade point average, and developmental algebra final grade were analyzed. Group characteristics are…

Provides details of a study on mathematics learning that applies Bruner's concept of format of interaction which is employed in language acquisition theory and in understanding mathematical augmentation. Describes the interactions among tutors, students, and their linear algebra text. (DDR)

Investigates the arithmetic and algebra word problem-solving skills and strategies of future primary and secondary school teachers. Describes the evolution of these skills and strategies from the beginning to the end of teacher education. Indicates that, in the education of preservice primary and secondary school teachers, there is need for an…

This study, involving 65 undergraduates at the Georgia Institute of Technology (Atlanta); explores a scheme for representing problem-solving knowledge and predicting transfer as a function of problem-solving subgoals acquired from examples. A subgoal is an unknown entity (numerical or conceptual) that needs to be found in order to achieve a higher…

Discusses the teaching of linear algebra with and without computer software. Considers class format with regard to computer usage, the effect of holding classes in the computer laboratory, homework, computer projects, and student responses. Appendices contain topic tutorials and sample computer projects. (DDR)

How the self-explanation process relates to learning and subsequent problem-solving performance was studied in two experiments with college students to examine whether students taught to self-explain during a study phase show greater test gains than control group counterparts; this is an attempt to replicate the results of M. T. H. Chi and others.…