One mathematician's view of real problems is given. Described (with some humor) are magic retail numbers, the highway bypass, the elliptical table, and the senior-class schedule. (MNS)

A drill-and-practice game called "Digits Delight"; the story of Parabella (and Hyp and Elli); and a method for finding inverse functions, using Rubik's cube and algebra, are included. (MNS)

Included are brief reports on an algebra quiz in a menu format; two activity sheets on base two; and an alternative method of teaching least common multiple and greatest common factor, and related ideas, with six lessons outlined. (MNS)

Activities that provide opportunities for students to investigate solving linear equations using both a physical and a pictorial model are given. Students should discover a method that will permit them to solve such equations at the symbolic level. (MNS)

The role of sentential logic traditionally taught in high school geometry is challenged. A rationale for shifting that content to algebra and replacing it with inferential logic, which directly affects proof making, is given. (MNS)

Reviews two science computer software packages (on time and seasons and on maps) and three mathematics packages (on solving equations and inequalities, an algebraic coordinate game, and statistics). In addition to descriptions of the contents of each, comments indicate weaknesses and strengths. (MNS)

Examples for determining the equation of a line through two points or a quadratic function that contains three noncollinear points are presented. (MNS)

High school students in algebra classes were presented lessons on direct variation and then tested on comprehension. The lessons were analyzed according to low-inference teacher behaviors. Findings show that lesson structure and categories of teacher vagueness were related significantly to student achievement. (Author/MT)

Four experiments involving 180 undergraduates evaluated the effectiveness of computer graphics in improving estimates for algebra word problems. Variations in the simulation resulted in successful and unsuccessful programs as measured by the frequency with which students improved their estimates. Quality of feedback to students while learning is…

Discusses computer solutions for factoring problems. Includes listing for (1) a program that multiplies two user-chosen factors (X-R times X-S) and allows subsequent multiplications by more linear factors and (2) a program which computes P(X)/(AX plus B), where P(X) is a user-chosen polynomial and AX plus B is a user-chosen divisor. (JN)

Shows a direct solution for factoring trinomials, without trial and error, using a calculator. When a calculator is not available, the mathematical chore is eased somewhat using reference tables, as shown in two noncalculator methods (determining nonfactorability and factorability). (JN)

Shows how to solve the Diophantine equation (x-squared plus y-squared equals z-cubed) with only one literal symbol. Listings of computer programs used in the solution are included. (JN)

Included in this department are brief articles on generating primitive Pythagorean triples with a computer program; using pictographs or pictures on graph paper to teach general graphing concepts; a method for factoring trinomials; and summing the harmonic series. (MNS)

This section contains brief articles on triangular differences, when one is not equal to one, using calculators to check solutions of quadratic equations, and a county agents' problem. (MNS)

An efficient division algorithm is developed, using a computer program, to convert any positive fraction to its decimal representation. The computer program listing is included. (MNS)