Reacts to an article published in a previous issue of this journal on the effects of graphing calculators and computer algebra systems (CAS) on students' manual calculation and algebraic manipulation skills. Considers the contribution made by Jean-Baptiste Lagrange to thinking about the role of CAS in teaching algebra. (ASK)

Investigates ways in which students use signs and endow them with meaning in their very first encounter with the algebraic generalization of patterns. Provides accounts of students' emergent algebraic thinking. Uses ethnographic qualitative methodology supported by historic epistemological research. Focuses on a discussion held by a small group of…

Discusses how to define and teach algebra given the available technology, highlighting computer algebra systems (CAS), which feature multiply-linked graphical, numerical, and symbolic manipulation utilities. The article describes: today's versus yesterday's algebra; mathematics curriculum and the CAS; and use of CAS in the classroom, which can…

Presents worksheets for students to practice substituting whole numbers into fairly simple symbolic expressions. (MKR)

Describes a pilot study on the use of computer algebra at the upper secondary level. A symbolic calculator was introduced in a pre-examination class studying for advanced pre-university mathematics. Focuses on the identification of obstacles that students encounter while using computer algebra with the theoretical framework of Realistic…

Links the use of Computer Algebra Systems (CAS) to an existing classification scheme for mathematical tasks called the MATH Taxonomy. Illustrates through concrete examples how the goals of teaching and learning mathematics can be set using this classification together with the CAS. (Author/MM)

In many countries, the traditional processes of algebra have received criticism from educational reformers. Current reform policies, national frameworks, and local implementing statements have encouraged an algebra-for-all curriculum for students. After years of effort to improve the teaching of algebra, studies indicate that students usually do…

Takes the concept of using a geometrical or visual approach to teach algebraic concepts and extends it to connect with the section on binomial expansion by using three dimensional objects. (ASK)

Investigates secondary mathematics teachers' concept definitions, mathematical understanding, and pedagogical content knowledge of slope. Indicates that geometric ratios dominated teachers' concept definitions of slope, and teachers' descriptions of classroom instruction included physical situations more often than functional situations. (Contains…

Describes the use of an application for TI-83 and TI-92 calculators called the Symbolic Math Guide (SMG) for teaching and learning the laws of exponents in algebra. Discusses ways in which the SMG can be used for teaching, review, and testing. (MM)

Not too many years ago the author started out to study the students' own perspectives on their experience with the intent to answer the question, "How do college remedial math students define success, and what are they striving for in their math classes?" The author did not quite manage to answer such a grand question, but did gain some very…

The advent of powerful Computer Algebra Systems (CAS) continues to dramatically affect curricula, pedagogy, and epistemology in secondary and college algebra classrooms. However, epistemological and pedagogical research regarding the role and effectiveness of CAS in the learning of algebra lags behind. This paper investigates concerns regarding…

Probably the one "new" mathematical topic that is most responsible for modernizing courses in college algebra and precalculus over the last few years is the idea of fitting a function to a set of data in the sense of a least squares fit. Whether it be simple linear regression or nonlinear regression, this topic opens the door to applying the…

Application of quadratic equations to standard problem in chemistry like finding equilibrium concentrations of ions in an acid solution is explained. This clearly shows that pure mathematical analysis has meaningful applications in other areas as well.

Teachers incorporate the chaos game and the concept of a fractal into various areas of the algebra and geometry curriculum. The chaos game approach to fractals provides teachers with an opportunity to help students comprehend the geometry of affine transformations.