This article sketches the historical development of arithmetic and algebraic symbols. (SD)

The history of set theory topics of inclusion, membership, and classification is traced. (DT)

Concludes that mathematics uses symbols both as processes and concepts. The mathematically oriented student develops flexible ways of using them, but less successful students cling to the security of known procedures to get answers that are less suitable for thinking than flexible symbols which can also be considered as mathematical objects to be…

Using negative digits in writing numerals and in calculation is explained. This is the second article in the series; for the first, see Vol. 1, No. 7, Nov., 1972, pp. 8-9. (DT)

Describes public key cryptography, also known as RSA, which is a system using two keys, one used to put a message into cipher and another used to decipher the message. Presents examples using small prime numbers. (MKR)

After briefly presenting possible origins for the use of the decimal system for counting and the duodecimal (base twelve) system for many measures, a notational scheme using six positive'' digits and six negative'' digits is presented. Examples and algorithms using this set of digits for operations with whole numbers, fractions, and in…

The development of fractional and decimal notation is outlined beginning with Egyptian hieroglyphics. (MN)

The author argues for a clarification of standard notation rather than the use of flow diagrams to make the meaning of algebraic formulas more obvious to the beginning algebra student. (MN)

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)

The format of digits in liquid crystal displays (LCDs) on calculators and watches can motivate some simple investigations appropriate for school mathematics. Several sample problems or investigations are provided. (MK)

Two versions of a page of exercises using set ideas are presented, one in plain language and one in technical language. Some questions and answers about the appropriateness of set terminology and symbols are then given. (MNS)

Instances where it might be considered more advisable to use words rather than symbolism in written mathematical expression are highlighted. The purpose of the material is to encourage teachers to consider more carefully the exact form in which mathematical expressions are written. The emphasis is on promoting clarity and accuracy. (MP)

This article examines the level of understanding by children (six- to seven-year-olds) of the addition and equality symbols. The article reports that about half of the subjects were unable to write the mathematical expression of simple addition while they were able to do it verbally. (YP)

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)