Described are patterns in Pascal's triangle which are obtained when the entries are reduced modulo a prime number. (MM)

Methods of finding algebraic expressions to fit number patterns are explored. (DT)

Mathematical patterns obtained by using rectangles and inductive reasoning are discussed. (DT)

Reviews an alternative patterning approach and highlights the difficulties it can present when students lack the requisite skills and knowledge of processes. Describes how this approach can be used to introduce elementary algebraic ideas and offers recommendations for establishing these important understandings. (ASK)

Three examples are given illustrating the use of the calculator in problems where determining patterns and making conjectures are stressed. (MP)

Worksheets for duplication are provided for this activity designed for students in grades 6-10. The objective of the activity is to have students discover generalizations about the patterns formed. (MK)

Students use a series of isosceles right triangles constructed on a geoboard to discover patterns and form generalizations. (MP)

Students examined patterns emerging when numbers placed at vertices in a braided pattern were summed. (SD)

Describes a card trick that provides opportunities for students to discover patterns, work with variables, create tables, and ponder mathematics. Students at various levels of ability are able to enjoy the trick, and mathematical discourse is promoted within the classroom. (AIM)

Presents a brief definition and examples of residue designs while sharing some of the algebraic thought that a student used to form generalizations about the patterns discovered during the investigations of residue designs. (ASK)

Presents lesson plans for activities to introduce recursive sequences of polygons: golden triangles, regular pentagons, and pentagrams. The resulting number patterns involve Fibonacci sequences. Includes reproducible student worksheets. (MKR)

The purpose of this article is to highlight and discuss the role of language as the link between experiences with number patterns and the emergence of algebraic notation. Discussed is a recommended approach. A sample of a written student response is provided. (CW)

How to find and classify positive integral solutions to 1/a + 1/b = 1/c in beginning and advanced algebra classes is described. The computer finds the solutions, but students practice algebraic manipulation as they analyze the solutions for patterns. Extensions to challenge more capable students are included. (MNS)