The relationship between the historical evolution of algebraic ideas and their conceptual development is examined. A study with secondary school students indicates a possible parallelism between algebraic evolution and conceptual development and indicates how historical analysis can guide teaching. (MNS)

Explains an application of matrix algebra which involves probability matrices and weather predictions. Using probabilities of sunny or cloudy weather students can determine the effect weather on day one will have on subsequent days. (DH)

The author's adaptation of a mastery learning program to a Beginning Algebra course is described. Test score averages clearly increased. (MNS)

The performance of 60 fourth form pupils who had been taught to solve algebraic equations by the algorithmic or flow chart method was studied. A sizeable number of pupils were not using the flow chart method. Other types of errors are noted. (MNS)

Presents three sample problems related to arithmetic and algebra, geometry, and calculus, indicating, in each case, similar problems that could be posed. Includes a discussion of positive benefits which result by asking students "Can you derive the result differently?" (JN)

Offers reasons why algebra should not be taught in the eighth grade, suggesting that this subject be replaced by a challenging, engaging alternative. Also suggests enriching the mathematics program to bring more students into mathematics classes. (JN)

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)

The focus is on how line graphs can be used to approximate solutions to rate problems and to suggest equations that offer exact algebraic solutions to the problem. Four problems requiring progressively greater graphing sophistication are presented plus four exercises. (MNS)

Challenges traditional use of logic in the mathematics curriculum, indicating how it may be better used. Explicit suggestions and justification for placing inferential logic in high school geometry and relegating most of the sentential logic to algebra are provided. Overviews of both forms of logic are also provided. (JN)

Methods for generating rational equations and some generalizations that can be used when writing classroom examples or test items are given. (MNS)

Suggests that algebra, geometry, and recent history can be combined in lessons pertaining to an ongoing, relevant controversy related to paper sizes. Early paper sizes, International Standards Organization (ISO) paper sizes, the "golden rectangle," and paper sizes in the United States are discussed. (JN)

Illustrated is how students can be directed to move from a geometric to an algebraic mode of thought and back again in linear algebra, thereby deepening their understanding. Rotations and line reflections in the plane are used as the example. (MNS)

An example is given of the discovery method of instruction applied in a remedial college algebra course. (DT)

This article investigates the transformations which result when all variables and constants in given functions are allowed to be complex numbers. (DT)

A method for changing repeating decimals to fractions is explained. (DT)