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)

Presents an Applesoft computer program to help students translate abstract sentences into concrete visible lines and thereby discover and confirm facts about slopes, intercepts, angles, and intersections. The program graphs and analyzes lines, given as equations of the form Y equals M times X plus B. (JN)

A questionnaire was given to 167 college students enrolled in business or precalculus mathematics, or statistics. Many had not taken three years of high school mathematics because the courses were not deemed important, were not required, or conflicted with others. Two-thirds felt unprepared for college mathematics courses. (MNS)

Eleven activities with a puzzle consisting of 12 five-square shapes are presented, with some solutions illustrated. (MNS)

A nine-item practical test was developed to determine the feasibility of including practical testing in the mathematics curriculum. The nature of the test, administration procedures, results obtained, and general comments on students' responses to the testing are discussed. (JN)

Discusses how word searches can be used to create a variety of interesting and useful mathematics activities. Four examples (including one where students must search for sets of numbers) and suggestions for others are included. (JN)

Inhelder and Piaget found that somewhere between 12 and 15 years of age, children's thinking shifted from concrete to formal operations. To determine if this shift occurs at approximately the same age for learning disabled children (N=27) compared to normal learning children (N=27) was the task of the study reported. (JN)

Discusses the use of a series of worksheets to help students read and use a calibrated scale. Copies of the four worksheets are included. (JN)

Demonstrates how microcomputers can be used in teaching differential calculus, iteration, integral calculus, graphs, and statistics. Several ideas for putting this information into practice are outlined. Sample computer programs are included for the discussions on differential calculus, integral calculus, and iteration. (JN)

Presents four probability problems, their simulations, and analyses. The first illustrates a discrete situation for which it is possible to list the sample space. The second and third are continuous--the number of possible outcomes is infinite. The last is discrete with a surprising continuous extension question which leads to l/e. (JN)

Curiosities offer an interesting alternative to traditional methods of attacking problems. An illustrative situation is given, with graphical, computer, and analytical methods used to solve the problem. (MNS)

How 125 seventh graders had three days of hands-on computer experience is described in some detail. Computer programs are included. (MNS)

A method for solving polynomial equations is discussed that relies on the user's seeing approximations to the roots of the equation. The equation is then manipulated to improve on that approximation. A computer program is included. (MNS)

Explains why mathematics olympiads were introduced in Mozambique. A description and analysis of results (scores, type of problems, social background, and composition by sex of participants and winners) and short biographies of winners are given to offer insight into the social aspects of the development of their mathematical talent. (Author/JN)

Describes a process which allows students to explore repeating decimals without being inhibited by the limitations of the calculator display. In addition, the process can take some of the mystery from the decimal forms of rational numbers. (JN)