A computer program for numeric and symbolic manipulation and the methodology underlying its development are presented. Some features of the program are: an option for implied multiplication; computation of higher-order derivatives; differentiation of 26 different trigonometric, hyperbolic, inverse trigonometric, and inverse hyperbolic functions;…

Provides suggestions for teaching students to read in mathematics classes. (RB)

Discussed is how the studies of mathematics and language can illuminate each other in areas such as symbols, sentences, substitution, and patterns. (MP)

To help simplify both teaching and learning of parallel circuits, a high school electricity/electronics teacher presents and illustrates the use of tables of values for parallel resistive circuits in which total resistances are whole numbers. (MF)

Discusses methods for integrating mathematics with study of culture and history to encourage awareness of its role in everyday life: comparing number words in foreign languages; discussing number origins, numerical symbols of ancient societies, games of skill and chance; and examining different housing styles to develop geometry and measurement…

Discussion about the nature and varieties of mathematical understanding is presented. Symbolic understanding is defined as a mutual assimilation between a symbol system and a conceptual structure, that is dominated by the conceptual structure. (MP)

Reviews the latest version of "muSimp/muMath-80," discussing the muSimp language and muMath applications. The package comes with a variety of muMath source files (including lessons, five teaching features of ARITH and ALGEBRA files and five teaching the muSimp language) and is capable of handling a wide variety of symbolic mathematics problems.…

These worksheets will provide students with experiences in identifying largest and smallest single-digit numbers, in writing names for single-digit numbers, in tests of divisibility, and in writing number sentences. (MP)

This article discusses the impact of symbolic-manipulation systems on secondary school mathematics curriculum. Characteristics and possible roles for the symbolic systems are explored. Four references are listed. (YP)

Four third-grade and three fourth-grade students received individualized instruction on addition and subtraction of fractions for three weeks. Students overgeneralized the meanings of symbolic representations for whole numbers to fractions and vice versa. (MKR)

Investigated the continuous fraction concepts of (n=59) students in grades four, five, and six. Students were confident and accurate when performing sharing tasks, but were much less successful on continuous quantity tasks involving formal fraction language and symbol manipulation fraction tasks. (14 references) (Author/MKR)

Suggests a few alternative approaches to teaching algebra that allow students to construct and reflect upon meanings for expressions and equations. The three lessons, which require extended discussion and reflection, are "Representing Algebraic Expressions,""Evaluating Algebraic Statements," and "Generating Equations." (WRM)

Constructivist teachers are guided by three basic principles when teaching math to young children. They encourage students to think about their answers, conceptualize how they resolved the problem, and represent their thinking with words, pictures, or symbols. Demonstrating mathematical logic is more important than memorizing rules. (MLH)