Bulletin board possibilities are suggested for a sequence of topics and chapters taken from a typical, commercial, first-year algebra textbook. Each bulletin board not only correlates with the mathematics chapter topic, but also represents a pedagogical approach such as exploration, enrichment, reinforcement, initial exposure, and application. (JN)

Set concepts are used in this story about a swimming excursion in France, with "real" applications of mathematics presented. (MNS)

Important characteristics of literal symbols are considered. How letters are like numerals and words, but different, are discussed. Teaching suggestions are included. (MNS)

A card trick that can be explained and justified using first-year algebra is presented. It illustrates the power of mathematics to unmask seemingly complex situations. (MNS)

Most algebra textbooks use a trial-and-error method, but such a method is not necessary. A procedure is described which has been tested in basic and intermediate algebra classes for four semesters, with significant improvement found in pupil ability to handle trinomial factoring. (MP)

Many children do not appear to see any need to worry about the conventions for ordering operations or using brackets in algebra problems, due to the "intuitive" mode of approach they use in mathematics. The need to teach pupils the necessity of such conventions is discussed. (MP)

Reports results of a survey of postsecondary students that examines the main difficulties encountered in using elementary algebra in the sciences. (CS)

A lesson on a basic logarithmic property is presented, using geometric representations and limits of sequences. (MP)

Activities that can be used for maintenance of computational skills and can lead to the discovery of a pattern verifiable by an algebraic procedure are noted. The language of algebra is used in nonroutine settings, with several challenges for further exploration. (MP)

Data indicate that relatively advanced science-oriented college students can experience serious difficulties in symbolizing certain meaningful relationships with algebraic equations. Reversal errors in formulating equations were seen to stem from two main sources: (1) a syntactic word order matching process and (2) a semantic static comparison…

Materials designed to promote student investigation of factoring quadratic polynomials over the integers through using a physical model are presented. Pupils are expected to discover regularities that will permit them to factor such polynomials at the symbolic level. Worksheet masters designed for classroom use are provided. (MP)

The use of a computer to help honors second-year algebra students graph quadratic and higher-order polynomials is discussed. Sample computer programs are included. (MP)

The use of the computer as a computational tool in linear algebra is featured. The programs described evolved from an undergraduate course that ended with a unit on linear programing. (MP)

The following teaching ideas are presented: a game called 110 used to provide drill in remedial mathematics; an examination of a general formula for the lateral area of a nonright cylinder; nontraditional approaches to extraneous roots and quadratic equations; and an introduction to standard deviations. (MP)

The uses of random number generators are illustrated in three ways: (1) the solution of a probability problem using a coin; (2) the solution of a system of simultaneous linear equations using a die; and (3) the approximation of pi using darts. (MP)