Difficulties encountered when drawing the graphs of linear equations are discussed. Programs are developed to overcome these and worksheets are given for further practice. (MP)

Allowing students to discover a winning strategy for this game is suggested as a way to introduce modular arithmetic. (MP)

An account of student efforts to solve the problem of finding the equations for a pair of parabolas that intersect in exactly three points is given. The deceptively difficult problem leads to the rational root theorem and eventually to computer programs for locating roots and for approximating irrational roots. (MN)

The authors analyze student work in solving linear equations, categorize and discuss typical errors, and present resulting implications on instruction. (MN)

A sequence of ellipses and a sequence of hyperbolas, both graphically approaching some parabola, are expressed algebraically and then shown to approach the parabola. (MN)

Algorithms are developed and presented for the addition and multiplication of positive rational numbers using only their repeating decimal representation. (MN)

The action in a British sporting event (bumping races) was used to motivate a simple method of computing the correlation between starting and finishing positions. The method is generalized to other situations. (SD)

Mathematics provides a language by which man can explore, and describe precisely and profoundly, any possible set of characteristics or relationships in nature. Discussed in this article are several mathematical topics including some historical perspectives in mathematics and new pioneering in hypernumbers. Supplementary sections include…

The concept of even and odd integers is explored through the use of fractions. (JT)

The author examines certain areas of confusion which arise in the teaching of linear equations for lines. (SD)

Several approaches to the teaching of matrices are discussed. (SD)

Several examples through which the Klein 4-group can be introduced are offered. (SD)

Elementary school children who are exposed to a concrete, hands-on experience in algebraic linear equations will more readily develop a positive mind-set and expectation for success in later formal, algebraic studies. (CB)

The method of finite differences is discussed with some applications. The method is described in detail, with illustrative sequences, and several problems are presented. (MNS)

Discontinuing use of the term "negative" in reading -x is suggested; rather, "the opposite of x" is suggested. A definition is given, plus two worksheets to help students understand the meaning. (MNS)