Using an incorrect conjecture as a learning activity in mathematics is discussed. The example used is from transformation geometry. (DT)

This article is the third in a series on the teaching of sets and some of the reasons for doing so. A discussion is presented of the use of set language in teaching concepts from logic, probability and algebra. (JP)

Evidence was collected to support previous research findings that children prefer quantitative to formal methods of solving linear equations. They find formal methods difficult. How to help them become more receptive to learning formal methods is discussed. (MNS)

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)

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)

Reasons other than utility are needed to justify the place of algebra in the mathematics curriculum for all children. The possibility of considering generalized arithmetic and computer algebra are each discussed. (MNS)

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)

Presented are eight student worksheets of block problems. Included are diagrams of the squares and hollow squares involved and a separate answer sheet for the problems. (CW)

A module built around programing the computer is described. It recognizes the need of many children to have algebra introduced in a practical way and to give some concrete meaning to it. (MNS)

A first computer lesson in algebra is described, with illustrations of programing by students. Standard algebraic notation with BASIC are discussed, and further activities described. The purpose is to use the computer so that it develops a rational understanding of the mathematical concepts involved. (MNS)

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)

Defines and supports investigative mathematics for schools. Presents several results of an investigation of Fermat's Last Theorem. (PK)

Presented is an exploration of a number of ways these quantities can be demonstrated and some interconnections between them. Discussed are triangular numbers, sums of squares, sums of cubes, table squares, and counting rectangles. (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)

Discussed are solutions to the problem "What is the expected number of rolls for the total first to exceed 6?" Several algebraic solutions are presented. A computer program which may be used to simulate this problem is included. (CW)