Presented is the second of a two part series on the use of exponential functions. Discussed, with examples, is the exponential growth of compound interest problems. (SL)

The teaching and learning of early algebra draw heavily on arithmetic and the relationship between these two forms of activity is much debated. Drawing on interviews with 12 year old pupils we consider the ways in which some pupils used substitution of numbers for letters to extend their ability to manipulate algebraic expressions. We argue that…

Important characteristics of literal symbols are considered. How letters are like numerals and words, but different, are discussed. Teaching suggestions are included. (MNS)

Approaches to mathematical notation that are viewed as good communicators of information are promoted. It is felt that when students are learning an area of mathematics, a large proportion of effort should be devoted to teaching notation. Increasing student understanding is stressed. (MP)

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)

The relationship between first grade students' understanding of written mathematical symbolization and readiness to learn was investigated. Results suggest students' readiness influences meaningful learning of the written symbolization of addition and subtraction. (MP)

The major conclusion of this study is that students understand mathematics better when concepts are written with more common grammatical structures and without symbols. (MP)

Selected rules for the consistent use of SI units are presented. (DT)

Focuses on geometric solutions of quadratic problems. Presents a collection of geometric techniques from ancient Babylonia, classical Greece, medieval Arabia, and early modern Europe to enhance the quadratic equation portion of an algebra course. (KHR)

This article discusses how students with learning disabilities can use memory-enhancing strategies to remember basic multiplication facts. Step-by-step instructions are provided for using pegwords and symbols to teach multiplication. Student self-assessment and self-monitoring are discussed, and an example of a student progress chart is provided.…

Reviews selected literature on child development about children's symbol use in performance of spatial and mathematical tasks. Describes the musical development of a child over a period of 16 months and shows how principles of symbol use from outside music can guide interpretations of children's symbol acquisition. (CMK)

This article describes the implementation of an activity designed to confront a common misconception about variable. (Contains 1 table and 3 figures.)

The interplay among and connections between objects (structured or unstructured), images, language and symbols that lead to mathematical reasoning and the stating of mathematical propositions of very wide generality is well worth closer study. I believe that the subtle distinction between the way mathematical ideas are constructed from objects and…

Mathematical knowledge can be categorized in different ways. One commonly used way is to distinguish between procedural mathematical knowledge and conceptual mathematical knowledge. Procedural knowledge of mathematics refers to formal language, symbols, algorithms, and rules. Conceptual knowledge is essential for meaningful understanding of…