Explains that the way in which teachers view algebra has important implications for their instructional goals such as algebra as symbol manipulation versus algebra as a language for generalizing arithmetic. Contains 14 references. (ASK)

Examines the various issues surrounding the implementation of journal writing in an undergraduate linear algebra course. Identifies the benefits of incorporating journal writing into an undergraduate mathematics course, which are supported with students' comments from their journals and their reflections on the process. Contains 14 references.…

Explains how number work in elementary school can be extended to prepare students for algebra. Suggests some practical strategies that focus on five aspects of number knowledge essential for algebra learning. (ASK)

Provides a cooperative-learning activity in which students calculate the horsepower of an individual by collecting and analyzing data. (ASK)

Presents a teaching experiment to turn students from external observers into active participants in a game of algebra learning where students use graphs to build meaning for equivalence of algebraic expressions. Concludes that the graphic-functional approach seems to make the introduction to algebra much more meaningful for the learner. (ASK)

Analyzed the role of explanations students provide themselves (self-explanation) in solving word problems. Results from six female ninth graders show how students' categorical self-explanations mediate their transfer from the sequential representation of the problem to the tabular one. (SLD)

A feasible instructional method for reducing failure in first-year algebra is the double-dose approach pioneered by Douglas MacIver. Two studies conducted in Roxbury, Massachusetts, and in Norfolk, Virginia, reveal the educational benefits of providing second math periods for ninth-grade algebra students. (MLH)

Discusses the ways in which online assessment of student understanding of previous lessons was used in an undergraduate linear algebra course. (ASK)

Examines how components of the concept of function (variable, domain, and range) and the process-object duality in its nature emerge as highly relevant to student learning in various mathematical contexts related to linear and abstract algebra. (Contains 22 references.) (ASK)

Explains the cooperative learning technique of jigsaw. Details the use of a jigsaw lesson for explaining complex numbers to intermediate algebra students. Includes copies of the handouts given to the expert groups. (Author/ASK)

Discusses the benefits of new technologies, especially graphing calculators, in the teaching and learning of mathematics. Presents two activities for teaching algebra and regression using graphing calculators. (ASK)

Reports the results of an investigation designed to help algebra teachers and curriculum developers by providing insights into how high-performing college algebra students (N=30) develop an understanding of major aspects of the concept of function. Results revealed that these high-performing students actually possessed weak understanding. Contains…

Examines a theoretical perspective on the ways in which children progress in learning mathematics. Suggests that there is difficulty in associating teaching discourses with the mathematics they locate that can result in an incommensurability between alternative perspectives being offered. Resists attempts to privilege any particular account but…

Uses qualitative analysis to understand how middle school students thought about and approached problems while they wrote descriptions of why and how they solve problems. Indicates that rich learning experiences are possible when writing is used as a way to prepare for small group discussion in mathematics. (Contains 13 references.) (Author/ASK)

This article provides step-by-step instructions for teaching secondary students with disabilities in inclusive settings how to solve beginning algebra problems, such as give an advance organizer, describe and model, conduct guided practice, conduct independent practice, and provide feedback. Ideas for providing independent practice and using…