Students were presented with the problem of finding all magic squares of order three. (SD)

Sometimes the immediate use of an algebraic approach to solve a problem can obscure what is actually happening. The solution to one problem is described both algebraically and through a numerical approach. (MNS)

Set concepts are used in this story about a swimming excursion in France, with "real" applications of mathematics presented. (MNS)

Many children do not appear to see any need to worry about the conventions for ordering operations or using brackets in algebra problems, due to the "intuitive" mode of approach they use in mathematics. The need to teach pupils the necessity of such conventions is discussed. (MP)

Presents two games that provide practice with equivalent fractions, that were produced at three levels of difficulty, Level 1 being the simplest. Also describes another game for practice in solving simple linear equations. Appendices contain examples of materials used in the games. (ASK)

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…

Presented is the solution to a quadratic expression and a variety of comments regarding this situation and implications for problem-solving instruction. A strategy for approaching similar problem-solving situations is discussed. (CW)

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)

Using the notion of the difference between a number and its cube as a starting point, this article presents a wide range of mathematical activities at varying levels of sophistication utilizing numerical, intuitive, and graphical approaches. (JJK)

Some specific uses of microcomputers in mathematics instruction are presented. Included are examples for generating data and patterns, checking, practice of various types, developing understanding, comparing results, simulation of experiments, introducing new ideas, solving problems, and extending into new areas. Brief computer programs are given.…

The use of strategies is an important part of mathematical thinking. Presented are several games that help develop the reasoning strategies of hypothesis making and testing, proving and disproving, looking for patterns, and simplifying a difficult task. (MDH)